ABSTRACT
Taking the ethnographic approach, we get into our case study teachers’ – Ms Q’s – school and class in two half-semesters in 2018. This chapter pictures in detail Ms Q’s daily work stretching 40 school days. It features the teacher’s usual teaching in everyday classroom, in-depth observation of the quality of learning the teacher cultivates, the resilience and strong beliefs that the teacher holds regardless of challenges, the way the teacher tracks children’s progress using her unique systems in collaboration with parents, and two weekly meetings of school-based professional learning communities – teaching research groups (TRGs).
