Since the globalization era, internationalization in higher education became inevitable. This allowed education students to partake in teacher training programs from all across the world, inducing an increase in teacher mobility. Although non-local education students are exposed to the same coursework as their local counterparts, progress in their teacher training differ from that of local students, as their learning experiences are significantly affected by cultural differences.
This research implements a narrative inquiry approach, exploring the realities of teacher training experiences of South Korean Liberal Studies students in Hong Kong. Challenges faced by these non-local student teachers in their progress of understanding Liberal Studies are examined, in close relation to migrant teacher retention in Hong Kong.
The findings of this study illustrate South Korean Liberal Studies students’ overall discontent with their learning, as differences in cultural and educational background, such as language and secondary education curriculum, hinder their fruitful teacher training experience in Hong Kong.published_or_final_versionEducationBachelorBachelor of Education in Liberal Studie
