Based on case studies of Chinese teachers in Shanghai and their workplace learning within the context of reform, this book examines how Chinese teachers learn together when they engage in school-based learning activities.
Based on case studies of Chinese teachers in Shanghai and their workplace learning within the context of reform, this book examines how Chinese teachers learn together when they engage in school-based learning activities.
Xiaolei Zhang gained her Ph.D. in Education from The Chinese University of Hong Kong. She is associate professor at Faculty of Education, the East China Normal University, and worked in several top universities, including Tsinghua University and Tianjin University from China. Her research areas focus on teacher learning and professional development, curriculum and instruction, technology-enhanced teaching & learning, and educational reform.
Inhaltsangabe
1 Introduction 2. Teacher learning in school organizational settings: Theoretical perspectives 3. School-based teacher learning through TRGs in China: A historical review 4. Teachers' learning through engaging in school-based learning activities in TRGs 5. Knowledge development among teachers in school-based TRGs 6. Supporting teachers' learning in TRGs: Two leadership strategies 7. Discussion and conclusion: Whether teachers' learning in school-based TRGs leads to change
1 Introduction 2. Teacher learning in school organizational settings: Theoretical perspectives 3. School-based teacher learning through TRGs in China: A historical review 4. Teachers' learning through engaging in school-based learning activities in TRGs 5. Knowledge development among teachers in school-based TRGs 6. Supporting teachers' learning in TRGs: Two leadership strategies 7. Discussion and conclusion: Whether teachers' learning in school-based TRGs leads to change
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