Abstract
This chapter takes a closer look at the impact of the new Canada-China school network on teachers and its limitation in terms of teacher learning. Synthesizing the findings in previous chapters, it discusses the impact on teacher knowledge, practice, motivation to participate, and cosmopolitan professional identity in light of the teacher learning literature. The second section of this chapter turns to report differences of Ontario and Shanghai teachers as participants of the new Canada-China school network. These differences are discussed by linking to the sociocultural and educational context of Ontario and Shanghai.
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Huang, X. (2018). What Lessons Can We Learn from the Evidence. In: Teacher Education in Professional Learning Communities. Intercultural Reciprocal Learning in Chinese and Western Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-91857-0_5
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