The Collaborative Curriculum Practice in Cross-cultural Professional learning community: A Narrative Inquiry Experience in the Context of a Canada-China Sister School Partnership

Year: 2019

Author: Li, Xiaohong

Type of paper: Abstract refereed

This research is sponsored by the Reciprocal Learning in Teacher Education and School Education between Canada and China partnership initiative, supported by the Social Sciences and Humanities Research Council of Canada (SSHRC). The purpose of this partnership among universities, schools, and school boards in Canada and China is to create a comprehensive cross-cultural knowledge base and understanding of school education, teacher education, cultural contexts for education in Canada and China, and to mobilize these understandings for education in our globalized world.Collaborative curriculum practice of (a) cross-cultural professional learning community in Toronto-Shanghai schools is one kind of the partnership. The research focus on how can teachers in two different countries build a cross-cultural professional learning community and learning from each other through their daily practice of teaching in the era of internet? Objectives: to help teacher in two countries work out better way of reciprocal learning. Method: It demonstrates how narrative inquiry as a method involves teachers and researchers as collaborative and reciprocal learners in the process of sharing curriculum and pedagogy, carrying on jointing lessons, inviting students to join the negotiation of curriculum. Using modern communication technology, the author works as a researcher to connect teachers of the sister schools in two countries and helped them to mutually understand, trust and negotiation. It found that both the teachers and researcher made progress in personal knowledge and professional knowledge during the collaboration.It argues that mutual understanding among teachers of two countries, teachers and researchers, teachers and students are crucial and can contribute to the reciprocal learning.It shows thatdifference and conflict can interrupt or block learning from each other.