A new teacher in her initial teacher education (ITE) program is focused on curriculum content, classroom management and pedagogy, and this perspective does not change despite a variation in the cultural context (Hassaram, Robertson, & Garcia, 2019). “Reflections of an Ontario Student Teacher in Scotland” is a narrative of raw, qualitative reflexive data composed during a one-week period of ITE practice teaching placement in Northern Scotland (Clara, Mauri, Colomina, & Onrubia, 2019). The English teacher-narrator identifies the language differences, comparative abilities in writing, and those one-on-one connections between student teacher and pupils that allow for a rewarding reciprocal learning experience in first year classroom management and teaching.

中文翻译：

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苏格兰安大略学生教师的反思：文化语言和跨文化课堂管理

新教师在其初始教师教育（ITE）计划中专注于课程内容，课堂管理和教学法，尽管文化背景有所不同，但这种观点并没有改变（Hassaram，Robertson，＆Garcia，2019）。“苏格兰的一名安大略省学生老师的反思”叙述了在苏格兰北部为期一周的ITE实践教学实习期间构成的原始，定性的反思性数据（Clara，Mauri，Colomina和Onrubia，2019年）。这位英语叙事者确定了语言差异，写作的比较能力以及学生教师与学生之间的一对一联系，从而在第一年的课堂管理和教学中获得了有益的互惠学习经验。