A Narrative Inquiry in Student-Centered Teaching Practices in a Windsor-Beijing Sister School Pair

This chapter explores the implementation of student-centered education in Windsor-Beijing sister schools, illustrating the influence of cultural beliefs on teaching. Focused on Canadian and Chinese elementary school teachers, the study reveals varying interpretations of student-centered pedagogies rooted in distinct educational traditions and teacher training models. In Canada, teachers exhibit greater autonomy, while in China, a more guided approach to learning is prevalent. This study employs narrative inquiry and multiple data collection methods, including observations and interviews. Co-authored by educators from schools and researchers from universities, the chapter emphasizes the role of teacher knowledge and the need to adapt student-centered methods to fit cultural contexts. It aims to foster reciprocal understanding and highlight the cultural complexities of student-centered education, promoting mutual learning between Canadian and Chinese educators.