Building School Capacity for Teacher Learning in China

Autor/inn/en	Huang, Liang; Pang, Nicholas Sun-Keung; Huang, Ya-Ting
Titel	Building School Capacity for Teacher Learning in China
Quelle	In: Professional Development in Education, 48 (2022) 1, S.38-52 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Liang) ORCID (Huang, Ya-Ting)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2019.1689527
Schlagwörter	Capacity Building; Teacher Education; Professional Development; Elementary School Teachers; Secondary School Teachers; Leadership Role; Principals; Organizational Climate; Cultural Context; Educational Strategies; Program Effectiveness; Cooperative Learning; Role Models; Context Effect; Foreign Countries; China (Shanghai) + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Organisationsklima; Lehrstrategie; Kooperatives Lernen; Identifikationsfigur; Ausland
Abstract	Building school capacity for teacher learning is the competitive advantage that leads to schools' sustained improvement. Literature has highlighted the importance of school capacity building. However, scant research has explored how schools in the specific contexts practically build their capacity for teacher learning. Using qualitative data collected from six schools in Shanghai, this study developed six strategies being used to build school capacity both at the organisational level (i.e. exercising leadership for teacher learning, nurturing a role-model-setting culture, and facilitating supportive structures) and at the teacher level (i.e. holding student-oriented teaching belief, enhancing personal competence for learning, and engaging in collaborative learning). The study revealed that the effective strategies for promoting the case schools' capacity for teaching learning were contingent on Chinese cultural and institutional contexts. The practical implications for building school capacity for teacher learning are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01