Jia Zhang

Teachers' Professional Learning Communities in China (eBook, ePUB)

A Mixed-Method Study on Shanghai Primary Schools

• Format: ePub

Produktbeschreibung

The book investigates how Chinese professional learning communities (PLCs) shape the professional practice of teachers and their psychological well-being.

---

Dieser Download kann aus rechtlichen Gründen nur mit Rechnungsadresse in A, B, BG, CY, CZ, D, DK, EW, E, FIN, F, GR, HR, H, IRL, I, LT, L, LR, M, NL, PL, P, R, S, SLO, SK ausgeliefert werden.

Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 174
• Erscheinungstermin: 6. Mai 2022
• Englisch
• ISBN-13: 9781000582284
• Artikelnr.: 63616527

Autorenporträt

Jia Zhang is an associate professor at the College of Education, Zhejiang University. Her research interests include teacher development, educational leadership and school improvement. Her recent publications appear in Educational Management, Administration & Leadership, Teachers and Teaching, and Educational Studies.

Inhaltsangabe

1. Introduction 2. The concept of professional learning communities and its effects on teachers 3. Understanding professional learning communities in a Chinese context 4. Testing a conceptual model to understand the development of professional learning communities in China 5. The relationship of professional learning communities with teacher efficacy, commitment and job satisfaction 6. How professional learning communities affect teacher efficacy, commitment and job satisfaction in Chinese schools 7. Barriers to the development of professional learning communities in Chinese schools 8. Concluding remarks

---

1. Introduction 2. The concept of professional learning communities and its
effects on teachers 3. Understanding professional learning communities in a
Chinese context 4. Testing a conceptual model to understand the development
of professional learning communities in China 5. The relationship of
professional learning communities with teacher efficacy, commitment and job
satisfaction 6. How professional learning communities affect teacher
efficacy, commitment and job satisfaction in Chinese schools 7. Barriers to
the development of professional learning communities in Chinese schools 8.
Concluding remarks