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School-Based Research and Professional Learning: An Innovative Model to Promote Teacher Professional Development in China
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Gu, Lingyuan; Wang, Jie – Teaching Education, 2006
In-service teacher education in China has traditionally been mainly lecture-centred, theory-orientated, and experience-led. For various contemporary reasons such an approach may not be effective since it is unlikely to provide a context in which teachers are able to put educational theories into practice. "Action Education", a…
Descriptors: Educational Theories, Teacher Improvement, Theory Practice Relationship, Experiential Learning