How Do Teachers Learn Together?: Case Studies of School-based Teacher Learning Communities in China

Based on case studies of Chinese teachers in Shanghai and their workplace learning within the context of reform, this book examines how Chinese teachers learn together when they engage in school-based learning activities.

Since the New Curriculum Reform in China in 2001, school-based teaching research groups (TRGs) (Jiaoyanzu) have played an important role in changing teacher learning approaches. Informed by organizational learning frameworks and organizational knowledge theory, the author e...