Chinese student teachers’ teaching practicum experiences: Insights from transformative learning, third space, and dialogical-self theory

This paper uses the theories of transformative learning, third space, and dialogical-self theory to examine the professional learning experiences of Chinese student teachers during their teaching practicums. Drawing upon observations, semi-structured interviews, and reflective journals, the participants’ transformative learning experiences encompass 1) disorienting dilemmas, 2) reflection upon and exploration of assumptions, 3) gaining confidence in new roles, 4) behavioural changes, and 5) the integration of new perspectives. Meanwhile, the participants continually created their multiple I-positions in the teaching practicums, which include: consolidation/confirmation, elaboration/expansiveness, contradiction/disequilibrium, and stability/minor change. The implications for creating viable third spaces, such as hybrid and boundary-crossing zones, in universities and schools are also discussed.