ABSTRACT
The current research is an exploratory investigation of teacher professional development during the 2011–2012 academic year. We were involved in the professional development of Chinese English language teachers (ELTs) in three schools (elementary, middle, and high schools) in Beijing’s northwest area. In the schools, teachers worked intensively with peers in “jiaoyanzu” or teacher research groups. We found ourselves pursuing a question that emerged from our joint experiences there, namely, the type of knowledge that emerges when teachers reflected with peers. We were interested in teacher reflections for their contributions to the professional development of the Chinese ELTs with whom we were working in particular and with language teachers in general.
