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How Do Teachers Learn Together? A Study of School-Based Teacher Learning in China from the Perspective of Organisational Learning
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Zhang, Xiaolei; Wong, Jocelyn L. N. – Teachers and Teaching: Theory and Practice, 2018
Studies of professional development have examined the influence of school-based approaches on in-service teacher learning and change but have seldom investigated teachers' job-embedded learning processes. This paper explores the dynamic processes of teacher learning in school-based settings. A qualitative comparative case study based on the…
Descriptors: Foreign Countries, Faculty Development, Communities of Practice, Inservice Teacher Education
How Do Primary School Teachers Develop Knowledge by Crossing Boundaries in the School-University Partnership? A Case Study in China
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Wang, Xiaofang; Wong, Jocelyn L. N. – Asia-Pacific Journal of Teacher Education, 2017
University experts typically serve as knowledge sources for teacher learning. Experts in China are no exception. Nevertheless, minimal attention has been focused on knowledge flow between experts and teachers, and its contribution to teacher knowledge development. Drawing on the perspective of knowledge process across boundaries, this qualitative…
Descriptors: Case Studies, Partnerships in Education, College School Cooperation, Qualitative Research