Collaborative Teacher Professional Development in Schools in English (UK) and Shanghai (China): Cultures, Contexts and Tensions

Autor/inn/en	Zeng, Yan; Day, Christopher
Titel	Collaborative Teacher Professional Development in Schools in English (UK) and Shanghai (China): Cultures, Contexts and Tensions
Quelle	In: Teachers and Teaching: Theory and Practice, 25 (2019) 3, S.379-397 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2019.1593822
Schlagwörter	Faculty Development; Teacher Collaboration; Cross Cultural Studies; Foreign Countries; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Cultural Differences; Achievement Tests; Secondary School Students; International Assessment; Work Environment; Teaching Conditions; Educational Practices; Educational Change; Comparative Education; Accountability; Teacher Responsibility; Administrator Attitudes; China (Shanghai); United Kingdom (Nottingham); Program for International Student Assessment + Suchen Sie Ihr Suchwort? Lehrerkooperation; Cultural comparison; Kulturvergleich; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Kultureller Unterschied; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Arbeitsmilieu; Lehrbedingungen; Unterrichtsbedingungen; Bildungspraxis; Bildungsreform; Vergleichende Erziehungswissenschaft; Verantwortung; Lehrverpflichtung
Abstract	This mixed method research explores the contexts, purposes, forms, practices, and effects of school provided collaborative professional development (PD) as experienced by teachers working in primary and secondary schools in England and Shanghai. The research is part of a larger partnership pilot study by the University of Nottingham and Shanghai Normal University, which focused on opportunities for and experiences of participation in formally organized professional development, using as a point of departure the findings of the "Teaching and Learning International Survey (TALIS) 2013" report of teachers' perceptions of their professional development. Given the differences between the two jurisdictions in their PISA ("Program for International Student Assessment") rankings, and between national cultures, teacher expectations and conditions of work, professional development purposes, forms and practices in schools might be expected to differ. The research found that there was a similar emphasis in both jurisdictions upon 'functional' rather than 'attitudinal' oriented professional development, but that teachers in Shanghai schools experienced more of the latter than those in the English schools studied. Such differences in the relative emphasis between the two jurisdictions upon the 'attitudinal', challenge the benefits of focusing collaborative professional development primarily upon the 'functional' in English schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01