Understanding Teacher Learning in Professional Learning Communities in China: Experiences from a Shanghai Junior Secondary School

Based on six-month fieldwork in a junior secondary school in Shanghai, this book qualitatively investigates the implementation of Teaching Research Groups (TRGs), a form of school-based Professional Learning Communities (PLCs) in China, and teachers’ different professional learning experiences within the structure of TRGs.

The author situates teacher professional learning in TRGs within broader historical, social, and cultural contexts and further suggests that the practice of TRGs reflects ...