Based on six-month fieldwork in a junior secondary school in Shanghai, this book qualitatively investigates the implementation of Teaching Research Group (TRG) practices and teachers' different professional learning experiences within the structure of TRGs.
Based on six-month fieldwork in a junior secondary school in Shanghai, this book qualitatively investigates the implementation of Teaching Research Group (TRG) practices and teachers' different professional learning experiences within the structure of TRGs.
Licui Chen is an assistant professor at the College of Education, Zhejiang University, China. Her main research areas include teacher professional learning and development, curriculum and instruction, and education policies and reforms. Her recent publications appear in Teaching and Teacher Education and Educational Research Review.
Inhaltsangabe
1 Introduction 2 Teacher Professional Learning and PLCs: Theoretical Perspectives 3 The Development of TRGs in China: A Historical Review 4 Teacher Professional Learning in Shanghai and the Case School 5 The Organisation of TRGs: An Institutionalised and Systematic Design 6 Teacher Professional Learning Experiences in TRGs: Three Illustrative Cases 7 Factors Impacting Teacher Professional Learning in TRGs 8 Understanding Chinese PLCs for Teacher Professional Learning: The Balancing Act Appendix A: Methodology Appendix B: School Regulations on TRG Development Appendix C: Semester Agenda of TRG Activities Appendix D: List of Interviewees
1 Introduction 2 Teacher Professional Learning and PLCs: Theoretical Perspectives 3 The Development of TRGs in China: A Historical Review 4 Teacher Professional Learning in Shanghai and the Case School 5 The Organisation of TRGs: An Institutionalised and Systematic Design 6 Teacher Professional Learning Experiences in TRGs: Three Illustrative Cases 7 Factors Impacting Teacher Professional Learning in TRGs 8 Understanding Chinese PLCs for Teacher Professional Learning: The Balancing Act Appendix A: Methodology Appendix B: School Regulations on TRG Development Appendix C: Semester Agenda of TRG Activities Appendix D: List of Interviewees
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