Abstract
This study reports on an investigation into teachers’ experiences managing the implementation of a Sino-Canadian learning programme in Chinese secondary schools. Having employed a qualitative methodology and phenomenology as the research design, approach, the study utilized semi-structured interviews to collect data.
The Sino-Canadian programme is a transnational learning programme that represents a collaboration and combination of educational practices from both China and Canada, offering a unique and innovative approach to teaching and learning in secondary schools. Little research has been conducted regarding the management of a Sino-Canadian learning programme, especially where teachers share their knowledge and experiences in this regard. This study fills that gap by shedding light on the management of a Sino-Canadian learning programme from the perspectives of teachers at a Chinese secondary school.
The study sample comprised a purposive selection of six teachers from various disciplines who are actively engaged in the Sino-Canadian programme at Ningbo Huamao International School, a secondary school located in Ningbo Yinzhou District in Zhejiang province in the Southeastern Port of China. Semi-structured interviews were conducted to gather data, allowing the participants to share their experiences, perspectives, and challenges that they encounter in the implementation of the programme. Thematic analysis was employed to analyze the interview data, which involved a systematic process of identifying themes and patterns. The findings indicated that the effective management of a Sino-Canadian learning programme can positively influence teachers’ professional growth and development, enhance their pedagogical skills, and ameliorate their cultural awareness. Teachers reported increased motivation and improved learners’ engagement, as well as positive learning outcomes despite the challenges they identified in the learning programme, amongst others, language barriers and cultural differences.
This study provided insights into the management of a Sino-Canadian learning programme and the experiences of the teachers involved. Firstly, teachers should consider applying adaptive learning so that learners can be able to be innovative and apply new thinking during learning. Secondly, teachers should deliberately
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accommodate language barriers to ensure equal opportunities for learning. Thirdly, teachers should understand the kind of learner to be able to provide opportunities for transformative learning.
The study contributes to the growing body of literature on transnational education partnerships and provides practical implications to everyone involved in secondary school education sector, including teachers, administrators, and policymakers.
Keywords: Sino-Canadian learning programme, management, teachers’ experiences, international education, collaboration.