Abstract

The focus on this research is based on the establishment of (a) cross-cultural professional learning community(CPLC) and the reciprocal learning initiatives of two pairs of sister teachers in Toronto- Shanghai sister schools under the support of the Canada?China Partnership Grant Project. It demonstrates how narrative inquiry as a method involves teachers and researchers as collaborative and reciprocal learners in the process of furthering teachers’ personal and professional learning. The paper shows how researchers work as bridge to connect teachers from two schools and support their discussion and sharing of curriculum and pedagogy, and the negotiation of joint lessons. It argues that trust is crucial for teachers with different cultural backgrounds to participate in each other’s life and interact with each other. It also suggests that mutual understanding and identification can contribute to the reciprocal learning. Researchers’ support plays an important role in the maintenance of strong reciprocal learning relationships.

Published in: Canada International Conference on Education, 2018

  • Date of Conference: 25-28 June, 2018
  • DOI: 10.2053/CICE.2018.0106
  • Electronic ISBN: 978-1-908320-90-2
  • Conference Location: University of Toronto Mississauga, Canada