Abstract
This paper explores the homecoming experiences of 34 Chinese teacher educators (CTEs) for insights into transnational educational transfer after studying in a key Canadian university for three months in 2019. It analyses the interactions between the contextual elements in the home institutions and the key endeavours of the CTEs in the choices they made in effecting change, the strategies to apply new knowledge, and the lessons they learned. Their attempts in educational transfer were affected by the capability to change mindset for problem-solving; understanding of contexts; contextual compatibility between foreign knowledge and local issues; and the accessibility to positional power.
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