UID:
almahu_9949568440302882
Umfang:
1 online resource
ISBN:
9781000908527
,
1000908526
,
9781003347583
,
1003347584
,
9781000908572
,
1000908577
Inhalt:
Based on six-month fieldwork in a junior secondary school in Shanghai, this book qualitatively investigates the implementation of Teaching Research Groups (TRGs), a form of school-based Professional Learning Communities (PLCs) in China, and teachers' different professional learning experiences within the structure of TRGs. The author situates teacher professional learning in TRGs within broader historical, social, and cultural contexts and further suggests that the practice of TRGs reflects the Chinese approach of balancing the seemly complex dualities (e.g., commitment and control, collaboration and authority, and individual and collective approaches) in educational settings. This book supplements the present knowledge base on PLCs in the context of China and thus enriches the global discussion on constructing effective PLCs for teacher professional learning. Scholars and students studying teacher professional learning and development, PLCs, school improvement, and Chinese schooling would find this book helpful.
Weitere Ausg.:
Print version: ISBN 9781000908572
Weitere Ausg.:
Print version: ISBN 1032389389
Weitere Ausg.:
ISBN 9781032389387
Sprache:
Englisch
DOI:
10.4324/9781003347583
URL:
https://www.taylorfrancis.com/books/9781003347583
