As the white paper on international education for primary and secondary schools was released in April 2011, integrating cross-national projects into current schools’ curricula has been a core strategy promoted by the government for implementing international education at schools. This paper reports on my experiences and the context in which the iEARN projects is implemented in a junior high school. Using self-narratives, I discuss my own cross-national project experiences in the past ten years and my connection with the iEARN international community. At a reflective stance, I seek to discover and understand what iEARN means for my students and myself in our context, the effects of cross-national projects, and the process of teacher change. My experiences revealed that teacher change was a dynamic and interconnected process, involving multiple pathways among the personal domain, the domain of practice, the domain of consequence, and the external domain through the mediation of reflection and enactment. In addition, cross-national projects helped develop global vision and key competences, create authentic learning contexts, and motivate students to learn English.
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Experience and Context in the Implementation of Cross-National Projects:A Story of an English Teacher in a Junior High School
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