ABSTRACT
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.
The author situates teacher professional learning in Professional Learning Communities (PLCs) 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, 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 and development.
Scholars and students studying teacher professional learning and development, professional learning communities, school improvement, and Chinese schooling would find this book helpful.
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
