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Drawing on narrative inquiry and years of fieldwork, this book compares the Canadian generalist and Chinese specialist teaching models, highlighting their strengths and opportunities for reciprocal learning. Through the Canada China Sister School Network, it shows how cross-cultural collaboration enhances teachers knowledge and professional growth. Rather than relying on standardized comparisons, the study uncovers the cultural and historical narratives shaping these two models, offering fresh insights for teachers, researchers, and policymakers. By bridging Western and Eastern educational traditions, this book reimagines international collaboration in teacher education.
List of contents
Chapter 1: Introduction.- Chapter 2: Re-Searching Conceptual Frameworks of My Inquiry.- Chapter 3: Why do Ontario and China Adopt Generalist and Specialist Teaching Models from Social, Cultural, and Historical Perspectives?.- Chapter 4: Methodological Inquiry.- Chapter 5: Mr. Jackson s Story: Where are the Students with Special Needs?.- Chapter 6: Ms. Zhong s Story: But Can You Achieve Your Teaching Goals?.- Chapter 7: PRINCIPALS PERSPECTIVES ON GENERALIST AND SPECIALIST TEACHING MODELS.- Chapter 8: Making the Meaning of Ms. Zhong and Mr. Jackson s Narratives.- Chapter 9: Using Schwab s Curriculum Commonplaces to Understand the Strengths of Each Model.- Chapter 10: Teachers Personal and Professional Development Through Reciprocal Learning as Collaborative Partnership.- Chapter 11: Possible Route to Take.- Chapter 12: Epilogue.
About the author
Chenkai Chi holds a PhD in Education from the University of Windsor, Canada, where he is currently a Postdoctoral Fellow and Sessional Instructor. His doctoral research has been supported by the SSHRC Doctoral Fellowship, the Ontario Graduate Scholarship, and the Mitacs Globalink Fellowship. His research interests include teacher professional development, English language teaching and learning, sustainability and environmental education, and West–East reciprocal learning.
