West-East Reciprocal Learning in Teacher Education: From Knowing to Doing
During this uncertain time, teacher education has never been more needed for West-East dialogues and Reciprocal Learning. Xu and Connelly’s concept of reciprocal learning aims to harmonize the West-East dichotomy and foster appreciation in education and understanding of each other’s culture and history. This book focuses on the field work done by the Teacher Education Research Team with chapter contributors from Canadian and Chinese professors, graduate students and pre-service teachers who have been deeply engaged in the RLP. Following Xu and Connelly’s conceptual framework of “Reciprocal Learning as Collaborative Partnership,” the book begins with knowing the Teacher Education RLP followed by doing the West-East reciprocal learning through the program. It concludes with a discussion of the envisioned future of the RLP and commentaries from distinguished scholars in teacher education, one from the West and the other from the East.

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West-East Reciprocal Learning in Teacher Education: From Knowing to Doing
During this uncertain time, teacher education has never been more needed for West-East dialogues and Reciprocal Learning. Xu and Connelly’s concept of reciprocal learning aims to harmonize the West-East dichotomy and foster appreciation in education and understanding of each other’s culture and history. This book focuses on the field work done by the Teacher Education Research Team with chapter contributors from Canadian and Chinese professors, graduate students and pre-service teachers who have been deeply engaged in the RLP. Following Xu and Connelly’s conceptual framework of “Reciprocal Learning as Collaborative Partnership,” the book begins with knowing the Teacher Education RLP followed by doing the West-East reciprocal learning through the program. It concludes with a discussion of the envisioned future of the RLP and commentaries from distinguished scholars in teacher education, one from the West and the other from the East.

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West-East Reciprocal Learning in Teacher Education: From Knowing to Doing

West-East Reciprocal Learning in Teacher Education: From Knowing to Doing

West-East Reciprocal Learning in Teacher Education: From Knowing to Doing

West-East Reciprocal Learning in Teacher Education: From Knowing to Doing

Overview

During this uncertain time, teacher education has never been more needed for West-East dialogues and Reciprocal Learning. Xu and Connelly’s concept of reciprocal learning aims to harmonize the West-East dichotomy and foster appreciation in education and understanding of each other’s culture and history. This book focuses on the field work done by the Teacher Education Research Team with chapter contributors from Canadian and Chinese professors, graduate students and pre-service teachers who have been deeply engaged in the RLP. Following Xu and Connelly’s conceptual framework of “Reciprocal Learning as Collaborative Partnership,” the book begins with knowing the Teacher Education RLP followed by doing the West-East reciprocal learning through the program. It concludes with a discussion of the envisioned future of the RLP and commentaries from distinguished scholars in teacher education, one from the West and the other from the East.

Product Details

ISBN-13: 9783031697135
Publisher: Springer Nature Switzerland
Publication date: 11/28/2024
Series: Intercultural Reciprocal Learning in Chinese and Western Education
Edition description: 2024
Pages: 278
Product dimensions: 5.83(w) x 8.27(h) x (d)

About the Author

Shijing Xu is Canada Research Chair and Professor in the Faculty of Education, University of Windsor, Canada.

Yibing Liu is the Director of the Research Institute for West China Education Development at Southwest University, Chongqing, China.

Zuochen Zhang is Professor in the Faculty of Education at the University of Windsor, Canada.

Michael Connelly is Professor Emeritus at the Ontario Institute for Studies in Education at the University of Toronto (OISE), Canada.

Chenkai Chi is a PhD Candidate in Educational Studies at the University of Windsor, Canada.

Table of Contents

Section I: Knowing: International and Intercultural Reciprocal Learning in Teacher Education.- Chapter 1. Knowing the Teacher Education Reciprocal Learning Program.- Chapter 2. The Methodology of Narrative Inquiry in Teacher Education.- Chapter 3. Teacher Education Research Most Popular in China and Teacher Education Research through the RLP: What can be learned reciprocally?.- Chapter 4. An Investigation of the Long-term Impact on Canadian and Chinese Pre-service Teachers from the Perspective of Cross-cultural Reciprocal Learning: Survey of a 10-Year Program.- Section II: Doing: Understanding West and East School Practices in the Eyes of Canadian and Chinese Pre-service Teachers.- Chapter 5. Chinese Pre-service Teachers’ Understanding of Teacher-student Relationships between Canada and China.- Chapter 6. Canadian Pre-service Teachers’ Understanding of Teacher-student Relationships between Canada and China.- Chapter 7. Exploring Music Education through Canadian Pre-Service Teachers’ Journey in China.- Section III: Doing: Personal Growing of Canadian and Chinese Pre-service Teachers through West-East Reciprocal Learning.- Chapter 8. A Study on the Change of Chinese Pre-service Teachers' Beliefs of Teaching from the Perspective of Cross-cultural Reciprocal Learning.- Chapter 9. The Effects of the Cross-cultural Reciprocal Learning Experience on Pre-service Teachers’ Competence in Classroom Management.- Chapter 10. Professional Development and Personal Growth of Teacher Educators in the RLP.- Chapter 11. The Cross-Cultural Reciprocal Learning Program’s Influence on Chinese Pre-service Teachers’ Reflective Competencies.- Section IV: The Future of the Reciprocal Learning in Teacher Education.- Chapter 12. Reciprocal learning as Collaborative Partnership: Future Decade Collaboration.- Chapter 13. Reciprocal Learning: Looking Backward, Moving Forward.

What People are Saying About This

From the Publisher

“International collaborations have become challenging, but the teacher education partnership of the Canada-China Reciprocal Learning Project has shown that they still are possible. This volume provides an intercultural roadmap of what diverse educators mutually learn through sustained collaboration. Insights into knowing, doing, and being shine through, heralding breakthroughs in how we think about comparative teacher education.” (Yali Zou, Ph.D., Director of the Asian American Studies Center & Asian International Programs, University of Houston)

“In the current public discourse, references to interactions between the West and the East are competitive and negative. In contrast, this work reports a cooperative, integrated and ongoing venture between Canadian and Chinese universities. The partnership both studies and develops teacher education and curriculum development across education as a whole. The effort and the reports are highly innovative, leading to advances in education generally and teacher education specifically. This volume contributes to these scholarly knowledge bases as well as to the practices. This innovative, international scholarship will influence the cultural contexts of education in China and the West.” (Stefinee Pinnegar, Brigham Young University, Specialty editor of Frontiers in Education's Teacher Education strand)

“This book is an outstanding exemplar of a collaborative partnership for reciprocal learning. It provides profound insights into the "knowing" and "doing" of reciprocal learning while also conveying a sense of the personal "living" and "being" that reciprocal learning entails.” (Gayle A. Curtis, Ed.D., Postdoctoral Research Associate, Department of Teaching, Learning and Culture, Texas A&M University)

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