West-East Reciprocal Learning in Teacher Education
From Knowing to Doing
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Beschreibung
"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."
—Dr. Yali Zou, Director of the Asian American Studies Center & Asian International Programs, University of Houston
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.
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.
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.
Highlights the importance of dialogues of West-East reciprocal learning in teacher education Unpacks the narratives of pre-service teachers, graduate students, and professors in the Reciprocal Learning Program (RLP) Exemplifies the model of “Reciprocal Learning as Collaborative Partnership”
Autor*in
Shijing Xu
Themen in »West-East Reciprocal Learning in Teacher Education«
sister school Teacher Education Research pre-service teachers narrative inquiry reciprocal learning
Stimmen zu »West-East Reciprocal Learning in Teacher Education«
“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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