Format:
1 Online-Ressource (154 pages)
ISBN:
9781000908527
,
1000908526
,
9781003347583
,
1003347584
,
9781000908572
,
1000908577
Content:
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
Additional Edition:
ISBN 1032389389
Additional Edition:
ISBN 9781032389387
Additional Edition:
Erscheint auch als Druck-Ausgabe ISBN 9781000908572
Additional Edition:
Erscheint auch als Druck-Ausgabe ISBN 1032389389
Additional Edition:
ISBN 9781032389387
Language:
English
