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Frontiers of Education in China

Front. Educ. China    2017, Vol. 12 Issue (2) : 135-150
Reciprocal Learning between Canada and China in Teacher Education and School Education: Partnership Studies of Practice in Cultural Context
Shijing XU1(), F. Michael CONNELLY2
1. Faculty of Education and Academic Development, University of Windsor, Windsor, ON N9B
2. Ontario Institute for Studies in Education, University of Toronto, Toronto, ON M5S 1V6, Canada
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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.

Keywords reciprocal learning      partnership      teacher education      school education      Sister School      collaborative     
Issue Date: 26 July 2017
 Cite this article:   
Shijing XU, F. Michael CONNELLY. Reciprocal Learning between Canada and China in Teacher Education and School Education: Partnership Studies of Practice in Cultural Context[J]. Front. Educ. China, 2017, 12(2): 135-150.
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Shijing XU F. Michael CONNELLY
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