Skip to main content
SpringerLink
Log in
Book cover

Teacher Education in Professional Learning Communities pp 121–140Cite as

Palgrave Macmillan

What Lessons Can We Learn from the Evidence

  • Chapter
  • First Online:

  • 396 Accesses

Abstract

This chapter takes a closer look at the impact of the new Canada-China school network on teachers and its limitation in terms of teacher learning. Synthesizing the findings in previous chapters, it discusses the impact on teacher knowledge, practice, motivation to participate, and cosmopolitan professional identity in light of the teacher learning literature. The second section of this chapter turns to report differences of Ontario and Shanghai teachers as participants of the new Canada-China school network. These differences are discussed by linking to the sociocultural and educational context of Ontario and Shanghai.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   54.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Anderson, S. E., & Sumra, S. (2002). Building professional community at Mzizima secondary school, Tanzania. In S. E. Anderson (Ed.), Improving schools through teacher development (pp. 47–82). Lisse, The Netherlands: Swets & Zeitlinger.

    Google Scholar 

  • Bandura, A. (1999). Social cognitive theory: An agentic perspective. Asian Journal of Social Psychology, 2(1), 21–41.

    Article  Google Scholar 

  • Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128.

    Article  Google Scholar 

  • Chapman, C., & Hadfield, M. (2010). School-based networking for educational change. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), Second international handbook of educational change (pp. 765–780). London: Springer.

    Chapter  Google Scholar 

  • Clandinin, D. J. (1985). Personal practical knowledge: A study of teachers’ classroom images. Curriculum Inquiry, 15(4), 361–385.

    Article  Google Scholar 

  • Connelly, F. M., Clandinin, D. J., & He, M. F. (1997). Teachers’ personal practical knowledge on the professional knowledge landscape. Teaching and Teacher Education, 13(7), 665–674.

    Article  Google Scholar 

  • Connelly, F. M., & Xu, S. (2015, May). Reciprocal learning: Comparative models and the partnership project. Keynote address at the 2nd Annual Conference of the Reciprocal Learning Partnership Grant Project: Reciprocal Learning & Symbiotic Relationships in School Development, Shanghai, China.

    Google Scholar 

  • Earl, L., Katz, S., Elgie, S., Jaafar, S. B., & Foster, L. (2006). How networked learning communities work. Toronto: Aporia Consulting Ltd.

    Google Scholar 

  • Edge, K., Frayman, K., & Lawrie, J. (2009). The influence of north south school partnerships: Examining the evidence from schools in the United Kingdom, Africa and Asia. London: IOE, UKOWLA, Cambridge Education.

    Google Scholar 

  • Edge, K., Higham, R., & Frayman, K. (2010). Evidence from schools involved in connecting classrooms sub-Saharan Africa: A study of successful partnerships. London: London Centre for leadership and Learning, Institute of Education, University of London.

    Google Scholar 

  • Edge, K., & Khamsi, K. (2012). International school partnerships as a vehicle for global education: Student perspectives. Asia Pacific Journal of Education, 32(4), 455–472.

    Article  Google Scholar 

  • Edge, K., Mejias, S., Odeck, A., Ogolla, N., Sannoh, B., & Suswele, W. (2008). New partnership: Exploring the PLAN school linking programme. Research & development report year 1. London: Institute of Education, University of London.

    Google Scholar 

  • Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. London: Pearson.

    Google Scholar 

  • Hansen, D. (2010). Cosmopolitanism and education: A view from the ground. Teachers College Record, 112(1), 1–30.

    Google Scholar 

  • Hansen, D. (2011). The teacher and the world: A Study of cosmopolitanism as education. London and New York: Routledge.

    Google Scholar 

  • Hargreaves, E., Berry, R., Lai, Y. C., Leung, P., Scott, D., & Stobart, G. (2013). Teachers’ experiences of autonomy in continuing professional development: Teacher learning communities in London and Hong Kong. Teacher Development, 17(1), 19–34.

    Article  Google Scholar 

  • Hawkins, M. R. (2014). Ontologies of place, creative meaning making and critical cosmopolitan education. Curriculum Inquiry, 44(1), 90–112.

    Article  Google Scholar 

  • Healy, P. (2011). Situated cosmopolitanism, and the conditions of its possibility: Transformative dialogue as a response to the challenge of difference. Cosmos and History: The Journal of Natural and Social Philosophy, 7(2), 2011.

    Google Scholar 

  • Katz, S., & Earl, L. (2010). Learning about networked learning communities. School Effectiveness and School Improvement, 21(1), 27–51.

    Article  Google Scholar 

  • Katz, S., Earl, L. M., & Jaafar, S. B. (2009). Building and connecting learning communities: The power of networks for school improvement. Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Katz, S., Earl, L., Jaafar, S. B., Elgie, S., Foster, L., Halbert, J., & Kaser, L. (2008). Learning networks of schools: The key enablers of successful knowledge communities. McGill Journal of Education (online), 43, 111–137.

    Article  Google Scholar 

  • Lieberman, A., & Grolnick, M. (1996). Networks and reform in American education. Teachers College Record, 98(1), 7–45.

    Google Scholar 

  • Lieberman, A., & Wood, D. R. (2003). Inside the national writing project. New York: Teachers College Press.

    Google Scholar 

  • Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers’ professional relations. Teachers College Record, 91, 509–536.

    Google Scholar 

  • Little, J. W. (2005). Professional learning and school-network ties: Prospects for school improvement. Journal of Educational Change, 6(3), 277–284.

    Article  Google Scholar 

  • Luke, A. (2004). Teaching after the marketplace: From commodity to cosmopolitan. Teachers College Record, 106, 1422–1443.

    Article  Google Scholar 

  • McDonald, J. P., & Klein, E. J. (2003). Networking for teaching learning: Toward a theory of effective design. Teachers College Record, 105(8), 1606–1621.

    Article  Google Scholar 

  • Morris, M., Chrispeels, J., & Burke, P. (2003). The power of two: Linking external with internal teachers’ professional development. Phi Delta Kappan, 84(10), 764–767.

    Article  Google Scholar 

  • Sargent, T. C. (2015). Professional learning communities and the diffusion of pedagogical innovation in the Chinese education system. Comparative Education Review, 59(1), 102–132.

    Article  Google Scholar 

  • Sargent, T. C., & Hannum, E. (2009). Doing more with less: Teacher professional learning communities in resource-constrained primary schools in rural China. Journal of Teacher Education, 60(3), 258–276.

    Article  Google Scholar 

  • Skerrett, A. (2010). “There is going to be community. There is going to be knowledge”: Design for learning in a standardized time. Teaching and teacher education, 26(10), 648–655.

    Article  Google Scholar 

  • Stoll, L. (2010). Connecting learning communities: Capacity building for systemic change. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), Second international handbook of educational change (pp. 469–484). London: Springer.

    Chapter  Google Scholar 

  • Stoll, L., Robertson, J., Butler-Kisber, L., Sklar, S., & Whittingham, T. (2007). Beyond borders: Can international networks deepen professional learning community? In L. Stoll & K. S. Louis (Eds.), Professional learning communities: Divergence, depth and dilemmas (pp. 63–76). New York: Open University Press/McGraw-Hill Education.

    Google Scholar 

  • Tan, C. (2013). Learning from Shanghai: Lesson on achieving educational success. Singapore: Springer Singapore.

    Book  Google Scholar 

  • Tarc, P. (2009). Global dreams, enduring tensions: International baccalaureate in a changing world. New York: Peter Lang.

    Google Scholar 

  • Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration wellington. New Zealand: Ministry of Education.

    Google Scholar 

  • Tsang, W. K. (2004). Teachers’ personal practical knowledge and interactive decisions. Language Teaching Research, 8(2), 163–198.

    Article  Google Scholar 

  • Tsui, A., & Wong, J. (2009). In search of a third space: Teacher development in Mainland China. In C. K. K. Chan & N. Rao (Eds.), Revisiting the Chinese learner: Changing contexts, changing education (pp. 281–311). Hong Kong: Springer, Comparative Education Research Centre, Hong Kong University.

    Google Scholar 

  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Wong, J. L. N. (2010). Searching for good practice in teaching: A comparison of two subject based professional learning communities in a secondary school in Shanghai. Compare, 40(5), 623–639.

    Article  Google Scholar 

  • Zhang, J., & Pang, S. N. (2016). Exploring the characteristics of professional learning communities in China: A mixed-method study. The Asia-Pacific Education Researcher, 25(1), 11–21.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Toronto, Toronto, ON, Canada

    Xuefeng Huang

Authors
  1. Xuefeng Huang
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Xuefeng Huang .

Rights and permissions

Reprints and permissions

Copyright information

© 2018 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Huang, X. (2018). What Lessons Can We Learn from the Evidence. In: Teacher Education in Professional Learning Communities. Intercultural Reciprocal Learning in Chinese and Western Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-91857-0_5

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-91857-0_5

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-91856-3

  • Online ISBN: 978-3-319-91857-0

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation