Preservice Teachers' Reflective Journaling: A Way to Know Culture
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In this chapter, journal writing is featured as a teacher education practice through which prospective U.S. teachers come to know Chinese cultural phenomenon vastly different than their own firmly held and enacted beliefs. Narrative threads from numerous preservice teachers journals are seamed together through the use of narrative inquirys analytical tools. The narrative exemplars that are produced reinforce the personal, social and professional importance of creating a reflective writing space through which many expressions of culture and preservice teachers reflective responses to them can be channeled in productive and potentially transformative ways that stand to increase cross-cultural understanding.