Development of a Conceptual Model for Understanding Professional Learning Communities in China: A Mixed-Method Study

Autor/inn/en	Zhang, Jia; Sun, Yuantao
Titel	Development of a Conceptual Model for Understanding Professional Learning Communities in China: A Mixed-Method Study
Quelle	In: Asia Pacific Education Review, 19 (2018) 4, S.445-457 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Jia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-018-9548-3
Schlagwörter	Models; Faculty Development; Communities of Practice; Mixed Methods Research; Questionnaires; Foreign Countries; China (Shanghai) + Suchen Sie Ihr Suchwort? Analogiemodell; Community; Fragebogen; Ausland
Abstract	This mixed-method study developed a conceptual model for understanding the characteristics of professional learning communities (PLCs) in Chinese context. Exploratory qualitative interviews were first conducted to examine the characteristics of PLCs in several schools in Shanghai, China, through which an initial conceptual model was resulted. Based on the qualitative findings, a questionnaire was developed and then administered in 31 schools in Shanghai to adjust the conceptual model. Results show that rooted in the Chinese institutional (i.e., the accountability system and the Teaching Research System) and cultural (i.e., the collective and harmonious culture) context, PLCs in China could be operationalized in terms of eight characteristics at two levels, including collective inquiry and sharing, shared purpose and responsibility, informal collaborative learning, supportive leadership, organizational structure, collaborative relationship, institutional barriers, and cultural barriers. Practical implications and suggestions for future research are put forward. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01