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1.
In this introduction we describe the purpose and structure of the Canada–China Reciprocal Learning in Teacher Education and School Education Partnership Grant Project sponsored by the Social Sciences and Humanities Council of Canada (SSHRC) in 2013?2020, and describe the project’s practice-based methodology along with a discussion of selected preliminary results. The papers presented in this special issue of Frontiers of Education in China animate our discussion by bringing forward important school-based activities and results. The heart of this work is the collaborative activity and voices of Chinese and Canadian educators. We illustrate our concept of reciprocal learning and how we apply this concept in our Partnership Grant Project. We believe that we have heavily benefited from the productive work and impact that has been made in the field of comparative education and we have put our emphasis on Reciprocal Learning as Collaborative Partnership throughout our project. 相似文献
2.
Xuefeng Huang 《Frontiers of Education in China》2017,12(2):151-179
This paper reports the impact of a new Canada and China school network on its participating teachers in the context of the Canada?China Partnership Grant Project. Eight schools formed four pairs of sister schools, and teachers in these schools created collaborations embedded in their practices. The data include interviews of teachers and principals in both countries and records of teachers’ cross-cultural collaborations. Informed by the literature on teacher learning and professional learning communities, this paper shows benefits of international teacher communities. Also, it explores a new approach to research that features spatiality considerations reflecting a new trend in the comparative education literature. Focusing on teacher knowledge and practice, it shows reciprocal effects of collaboration in the international school network. Finally, this paper links the research results to the literature in a way that highlights the potential of international teacher professional learning communities and contributions of this kind of practice and research. 相似文献
3.
This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development, which has been developed and contextualized in the Teacher Education Reciprocal Learning Program between the University of Windsor (UW), Canada and Southwest University (SWU), China. This program is part of Social Sciences and Humanities Research Council of Canada (SSHRC) Partnership Grant Project, Reciprocal Learning in Teacher Education and School Education between Canada and China. The partnership builds on the Teacher Education Reciprocal Learning Program, and the Shanghai-Toronto-Beijing Sister School Network. In this article, the authors conducted narrative inquiry with two of the SWU participants in the Teacher Education Reciprocal Learning Program to explore their experience from their cross-cultural learning in Canada to beginning teachers in West China. The findings of the research suggest the need to develop a global and cross-cultural dimension in teacher education and development in West China. It is evident that the cross-cultural experiences in Canada have influenced beginning teachers’ curriculum views, relationship to students, and beliefs about teaching. Their “lived stories” (Connelly & Clandinin, 1990, p. 6) also indicate that the personal, pedagogical, and social influences of cross-cultural experiences play important roles in beginning teachers’ teaching careers. 相似文献
4.
ABSTRACTThis article is based on the empirical research involving Chinese exchange teacher candidates from Southwest University in China who participated in the Reciprocal Learning in Teacher Education and School Education between Canada and China (RLTESECC) project and studied at the University of Windsor. These teachers conducted classroom observation in Canadian schools from 2010 to 2016. The research study explores changes in Chinese teacher candidates’ beliefs about their professional life, which was promoted by the project, inspired by the Teachers’ Change Model proposed by F. A. J. Korthagen and based on the concept of Reciprocal Learning as collaborative partnerships between and among cultures. A two-stage research design was guided by the Grounded Theory approach (Charmaz, 2006). The findings reveal that the reciprocal learning project created an environment, which was conducive to exchange teacher candidates’ professional development and especially introduced new perspectives to teachers’ understanding of their profession in four areas: 1) teaching, 2) learning, 3) researching and academic writing and 4) professional social life. 相似文献
5.
As part of a large reciprocal learning partnership project between Canada and China, this study explored Canadian teachers’ perceptions of mathematics teaching in elementary schools in China. Using reciprocal learning and Activity Theory as the theoretical lens, we collected data, i.e., classroom observations, group discussion, and informal exchanges from teachers in a pair of research sister-schools in Canada and China. Qualitative data analyses revealed four themes in Canadian teachers’ perceptions of the characteristics of Chinese mathematics teaching: an active teacher-student interaction model of questioning-responding, a mathematical knowledge-package summary at the end of each lesson, integration of the history of mathematics into teaching, and the development and implementation of well-structured lessons. Contributions, implications, and limitations of the study in mathematics education and research are discussed. 相似文献
6.
Shijing Xu 《Teachers and Teaching》2019,25(6):703-729
ABSTRACTThe Preservice Teacher Education Reciprocal Learning Programme has been developed on a vision of bridging the East and West dichotomy by harmonising Eastern learning with Western knowledge. This programme is one of the two foundations for Xu and Connelly’s 7-year Canada-China Reciprocal Learning Partnership in teacher education and school education in 2013-2020. The Programme, ‘provide[s] an exceptional cross-cultural experience with international engagement … to broaden teacher candidates’ horizons for a society of increasing diversity in today’s globalized world’. This article’s purposes are to discuss how reciprocal learning is both a concept and an approach for international and cross-cultural teacher education and school education and to present the learning outcomes and educational significance of the East-West reciprocal learning programme in teacher education. The Programme has created opportunities for both pre-service and in-service teachers to understand and appreciate a culture and educational system different from their own, thereby reciprocally contributing to educational opportunities for those they teach. The research theory and method utilised in this work are found in a companion paper in this special series and are briefly discussed below in the project overview and later in a discussion of student outcomes. This work has implications for other school settings where increasing immigrant student population and cultural diversity have become the norm. 相似文献
7.
Qian Yang 《Frontiers of Education in China》2017,12(2):200-218
This paper presents the case of one Sister School in the Canada–China Reciprocal Learning Project based on a belief that practice has significant value for the development of teachers’ intercultural awareness and schools’ intercultural communication experience. This paper focuses on one Shanghai school’s reciprocal learning experience, highlighting the content of intercultural communication, the areas of collaboration, the characteristics of collaboration, and the attitudes towards collaboration in the intercultural context. Against the backdrop of New Basic Education reform in China, I try to depict how a Sister School partnership guided by the principle of reciprocal learning motivates Chinese and Canadian teachers to work together across cultural differences in order to learn and develop in terms of theory and practice. I also discuss difficulties and challenges that have occurred in the process of intercultural communication. In the process, reciprocal learning is re-conceptualized and relived as part of our research endeavor. 相似文献
8.
Adrienne Rigler 《Frontiers of Education in China》2017,12(2):219-232
This paper is a personal narrative from the perspective of one teacher in Toronto who participated in the Canada–China Reciprocal Learning in Teacher Education and School Education Partnership Grant Project. I took part in a Sister School partnership between 2013 and 2017. Over the four years, I came to understand relationships in an international professional learning community. Participating in the project gave me the benefit of seeing my practice through an international lens. For my students, it offered a global citizenship experience. Although there are numerous professional development opportunities in Toronto, this partnership extends beyond a lunch and learn, or a full day professional learning. The commitment to my partners has fueled my desire to incorporate new teaching ideas and has required ongoing reflection on my own teaching practice. In this article, I will explain some of the challenges, stages of development, reciprocal learning, and implications for future international professional learning communities. 相似文献
9.
Yishin Khoo 《Frontiers of Education in China》2017,12(2):180-199
In this paper, I demonstrate a way of conducting narrative inquiry that is oriented towards understanding and improving teachers’ experiences in a particular Toronto–Shanghai/West–East Sister School reciprocal learning partnership. I show how this narrative inquiry process is informed by a Deweyan way of thinking about experience and is enriched by the Confucian idea of being a good guest. I illustrate how this inquiry process involves teachers and researchers as collaborative and reciprocal learners on the Dao of further personal and professional growth and learning. I suggest that conducting narrative inquiry in a Canada–China interschool setting could give rise to West–East reciprocal learning communities that have the potential of bridging the cultural and historical narratives that underlie Chinese and North American education. It could also create the harmonious and democratic educational conditions for fostering global citizens as learners in our 21st century. 相似文献
10.
This article compares teacher education in China with Canada, with the aim of fostering a cross-cultural dialogue between the two systems. Using case studies the article attempts to address the following questions: What can the two countries learn from each other? Can Canadian teacher education be a possible alternative model for China? Can Canada’s teacher education curriculum be used to enhance greater pedagogical preparation and more pre-service teaching practice for China? Is Canada’s move towards strengthening professionalism in teaching of value to China? 相似文献
11.
自20世纪80年代中期开始,我国实行“对外开放”政策,允许在中国境内创办外国（海外）学校。不列颠哥伦比亚（BE）省是加拿大第一个允许在国外进行合作办学的省份,1995年创办第一所海外学校（在加拿大,所有和教育相关的事务都由各省负责）。这些在国外创办的学校和项目都是私立学校,要同时遵守中国和BC的法律,采用BE的课程、学习目标和教材,以及雇用在BC获得认证的教师和校长。这类学校经过BE教育部的认证,并定期接受检查。加拿大其他省份也纷纷效仿,2007年初加拿大在中国的合作办学机构大约有80所（此时中国约有800所中外合作办学机构）。虽然由于增长的需求,该类学校数量增长迅速,但它们仍处于中国学校体系的边缘。除了目前的经济衰退在短期内会对中外合作办学的需求产生负面影响外,还有一些关键问题,将会长期影响其生存能力。在此将简要讨论其中四个方面． 相似文献
12.
加拿大著名大学是国际化的大学,师生来自不同的国家,大学教育反映了文化的多样性。其中阿尔伯塔大学作为加拿大一流的研究型大学,是创造研究与基础教学的孵化器。文章全面思考加拿大的教育,认为教学的文化包容性、教师的教学、科研与社会服务实质的结合及学生学习的合作能力培养是加拿大教学与科研的特色。正是由于大学的办学特色,也促进了加拿大经济、文化与社会的发展,对整个社会的和谐产生了积极的影响。加拿大大学的办学,促进我们对自身高等教育健康发展从不同的角度思考,教学中不同文化的对话,身份的认知和个体独特性的发现是我国高等教育国际化进程中需要着力研究的方面。 相似文献
13.
A narrative inquiry of cross-cultural lives: Lives in Canada 总被引：3，自引：3，他引：0
Ming Fang He 《课程研究杂志》2013,45(3):323-342
In a series of three papers, I examined the identity-development of three Chinese women teachers as they moved back and forth between Eastern and Western cultures and languages amid the rapidly changing events of the last four decades. I use a river metaphor to explore three phases in the cross-cultural lives of these women: in the first paper, their lives in China amid multiple cultural movements; in the second, their lives in Canada; and in the third their lives in the North American academy. This lifebased narrative inquiry, situated between non-fiction, fiction and academic discourses, opens up possibilities for establishing a link between cross-cultural lives and identities, cross-cultural teacher education, and curriculum studies in multicultural contexts. In this second paper, I explore the three teachers' lives in Canada with a particular focus on their enculturation (acquisition of first culture) and acculturation (learning of second or additional culture) processes. Special attention is paid to developing an understanding of the relationship between the cultural impact of a move to Canada and the experience of moving back and forth between China and Canada, a cultural process no less of an upheaval than the Cultural Revolution. I question static notions of first culture, second culture and cultural transformation, and search for a fluid way of thinking and writing about the complex cross-cultural lives and cross-cultural identities. 相似文献
14.
15.
中国、加拿大、美国小学三年级学生学习特点比较研究 总被引：1，自引：0，他引：1
中、美、加三国儿童的学习特点存在一定程度的国别差异和性别差异,中国儿童与外国(特指加拿大和美国)儿童学习特点上的中西差异十分明显.在喜欢学校、计算机运用能力、家庭作业能力等方面,中国被调查儿童强于加拿大和美国儿童;但在学习自信心、图书借阅能力、学习效果和学习环境等方面,加拿大和美国被调查儿童的表现明显强于中国被调查儿童.小学生的课业负担沉重,学习自信心不足,是我国面临的突出问题. 相似文献
16.
Kun Dai Kelly E. Matthews Vicente Reyes 《Assessment & Evaluation in Higher Education》2020,45(1):70-81
AbstractChinese universities are increasingly entering into transnational higher education partnerships with institutions in primarily English-speaking countries. With this increase in programmes, there is a growing body of research investigating both policy and practice. Our study contributes insight into how students in a China–Australia programme experienced assessment drawing on theorisations of sustainable assessment. We present findings from interviews with 10 Chinese students who shared stories and reflections of their experiences of assessment and learning that reveal the complex ways students negotiated qualitatively different assessment experiences, while displaying sophisticated levels of agency, between Chinese and Australian universities. In making sense of the interviews in relation to sustainable assessment, we evoke notions of cultural ignorance to illuminate aspects of a cross-cultural ignorance in teaching and learning practices. In doing so, we argue that conversations about cultural ignorance combined with principles of sustainable assessment can create space to support partners to better plan and coordinate for meaningful assessment and learning experiences for students in cross-cultural articulation programmes. 相似文献
17.
加拿大学者Ruth Hayhoe（中文名许美德）教授是国际著名的汉学家和比较教育学家,30年来,她把大部分精力放在研究中国的高等教育上,从文化和比较的视角,对一个世纪以来中国大学向西方学习所经历的文化冲突作了清晰而有价值的解释。更重要的是,她始终关注着中国改革开放的进程,在深刻了解中国传统文化的基础上,通过一系列著作,把中国的高等教育、大学和教育家介绍给全世界,同时也把中国传统文化对世界文明的贡献介绍给全世界,并希望中国的大学在未来能立足于儒家文明,努力为世界贡献出新的发展模式。 相似文献
18.
Mike Lavelle 《School Leadership & Management》2013,33(2):161-170
In this article research on teaching and learning is reviewed from a cross-cultural perspective. A meta-analysis indicates that across a number of very different cultures higher quality learning strategies, at both school and university level, are associated with higher student self-esteem and an internal locus of control. Such strategies tend to be encouraged in classrooms where students feel involved, the teachers are supportive, the workload is fair, and the assessment system reflects broader notions of learning beyond examination marks. In-depth research on Chinese students questions the validity of a number of basic Western notions of educational psychology regarding the nature of motivation and the role of memorisation. Other research suggests that the Western teacher education emphasis on getting students on task and coping with behavioural problems may not be as relevant in the Chinese context. Chinese educators tend to see both creativity and understanding as slow processes requiring much effort, repetition, and attention rather than relatively rapid, insightful processes. Such views are grounded in hundreds of years of Chinese philosophical thought. Any attempts to reform education by importing ideas from one culture to another must consider the overall contexts of the societies involved. 相似文献
19.
Durward L. Allen 《The Journal of environmental education》2013,44(2):36-38
Abstract The author reports the results of a seminar with Russian secondary school teachers that explored the integration of English as a foreign language (EFL) competencies with environmental studies. Texts were selected for a comparative American and Russian environmental literature curriculum for advanced students of English, which inspired the Antaeus Project, an international collaboration between schools that offers a cross-cultural curriculum grounded in local environments. 相似文献
20.
心象主义是由加拿大中华文化总会会长、加拿大华人艺术总会永久荣誉会长张恒先生提出,并不断倡导的一种建立在中国传统文化基础之上的北美绘画艺术流派。心象主义画派的艺术超越表现为：“象由心生,象其物宜”的艺术理念超越;“万象之象,蓄养之象”的艺术哲学超越;“得辞得象,法象而已”的艺术创作超越。张恒先生从中国到加拿大,不仅完成了从台北到温哥华的地理迁徙,而且也完成了从中国绘画到西方绘画的文化融合。在中国天津举办的“张恒北美山水画展”,让我们看到了海纳百川的世界文化胸怀。 相似文献