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This chapter reviews the historical, cultural, and social foundations of teaching models in Ontario and China. It explores the benefits and limitations of generalist teachers in Ontario, particularly in mathematics, and contrasts these with the strengths and challenges of specialist teachers in China. The review traces educational reforms, teacher roles, and policy discourses in both contexts. It concludes by identifying gaps in existing literature and calling for more nuanced, cross-cultural studies of teacher models that go beyond simple comparisons.

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Why Do Ontario and China Adopt Generalist and Specialist Teaching Models from Social, Cultural, and Historical Perspectives?

  • 章节

  • 发表日期：

    2026年

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  • Chenkai Chi

摘要

This chapter reviews the historical, cultural, and social foundations of teaching models in Ontario and China. It explores the benefits and limitations of generalist teachers in Ontario, particularly in mathematics, and contrasts these with the strengths and challenges of specialist teachers in China. The review traces educational reforms, teacher roles, and policy discourses in both contexts. It concludes by identifying gaps in existing literature and calling for more nuanced, cross-cultural studies of teacher models that go beyond simple comparisons.