Embarking on a West-East Reciprocal Learning Journey

Chenkai Chi holds a PhD in Education from the University of Windsor, Canada, where he is currently a Postdoctoral Fellow and Sessional Instructor. His doctoral research has been supported by the SSHRC Doctoral Fellowship, the Ontario Graduate Scholarship, and the Mitacs Globalink Fellowship. His research interests include teacher professional development, English language teaching and learning, sustainability and environmental education, and West–East reciprocal learning.

• Chapter 1: Introduction.- Chapter 2: Re-Searching Conceptual Frameworks of My Inquiry.- Chapter 3: Why do Ontario and China Adopt Generalist and Specialist Teaching Models from Social, Cultural, and Historical Perspectives?.- Chapter 4: Methodological Inquiry.- Chapter 5: Mr. Jackson’s Story: Where are the Students with Special Needs?.- Chapter 6: Ms. Zhong’s Story: But Can You Achieve Your Teaching Goals?.- Chapter 7: PRINCIPALS’ PERSPECTIVES ON GENERALIST AND SPECIALIST TEACHING MODELS.- Chapter 8: Making the Meaning of Ms. Zhong and Mr. Jackson’s Narratives.- Chapter 9: Using Schwab’s Curriculum Commonplaces to Understand the Strengths of Each Model.- Chapter 10: Teachers’ Personal and Professional Development Through Reciprocal Learning as Collaborative Partnership.- Chapter 11: Possible Route to Take.- Chapter 12: Epilogue.