Embarking on a West-East Reciprocal Learning Journey: A Narrative Inquiry into Generalist and Specialist Teaching Models

Abstract

This narrative inquiry, situated within Xu and Connelly’s (2013-2020) SSHRC Partnership Grant Project, has two purposes: (1) understanding the strengths of both the generalist teaching model in Canadian elementary schools and the specialist teaching model in Chinese elementary schools, with mathematics education as an example, and (2) investigating what can be reciprocally learned between these two models in terms of curriculum and pedagogies for teachers. This study has employed narrative inquiry as the research methodology under the conceptual frameworks of Schwab’s practical and reciprocal learning as collaborative partnership. The research fieldwork has focused on one Canadian generalist teacher and one Chinese primary school mathematics specialist teacher, with one Canadian principal and one Chinese principal as supplementary participants. The field texts (data) collection methods include artefact collection, participant observation and one-on-one interviews from 2016 to 2024. The study identifies the strengths of the Canadian generalist and Chinese specialist teaching models within their sociocultural and historical contexts and explores potential reciprocal learning opportunities. This study is aimed to offer insights for both generalist and specialist teachers to reflect on their teaching practices within their respective teaching models and potentially enhance their teaching practices based on their local contexts. Furthermore, it is expected to contribute to the academic discourse in teacher education in West-East contexts, an area not extensively explored. In addition, this study is anticipated to provide a new perspective in understanding teachers’ practices in Canada and China.