Literaturnachweis - Detailanzeige
| Autor/in | Zhang, Jia |
|---|---|
| Titel | Teachers' professional learning communities in China. A mixed-method study on Shanghai primary schools. |
| Quelle | London: Routledge, Taylor & Francis Group (2022), XI, 162 S. |
| Beigaben | Illustrationen; Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781032259475 (gebundene Ausgabe); 9781032260235 (Taschenbuch); 9781003286141 (E-Book) |
| Schlagwörter | China; Professional learning communities; Shanghai; Teachers; Professional relationships; Job satisfaction; Bildungstheorie; Bildungspraxis |
| Abstract | Introduction -- The concept of professional learning communities and its outcomes on teachers -- Understanding professional learning communities in a Chinese context -- Testing a conceptual model to understand the development of professional learning communities in China -- The relationship of professional learning communities with teacher efficacy, commitment and job satisfaction -- How do professional learning communities affect teacher efficacy, commitment and job satisfaction in Chinese schools? -- Barriers to the development of professional learning communities in Chinese schools -- Concluding remark. "The book investigates how Chinese professional learning communities (PLCs) shape the professional practice of teachers and their psychological well-being. Adopting a mixed research approach, the author explores the influence of PLCs on teachers' self-efficacy, commitment and job satisfaction in a number of schools in Shanghai, China. The study contributes to our understanding of PLC outcomes from the Chinese perspective, enriches our knowledge of how PLCs promote teachers' psychological well-being, and also sheds light on how the practices of PLCs can be influenced by various institutional and socio-cultural forces. The book will be of interest to academics and students studying professional learning communities, teacher professional learning and professional development, school effectiveness and school improvement, and Chinese schooling"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2022/4/10 |
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