Exploring Characteristics of Professional Learning Communities in China: A Mixed Study on Schools of Shanghai

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Abstract

International studies consistently show that professional learning communities contribute significantly to teacher development, school reform and student learning. In this study, the author first conducted a qualitative research on schools of Shanghai. In-depth interviews on teachers were carried out to identify the practices of PLCs. On the basis of qualitative data and extensive literature review, the author conceptualized a framework for PLCs and developed a survey instrument accordingly to assess PLC practices in 7 schools of Shanghai. Factor Analysis was used to analyze the data to explore the existence of subscales, including teacher professional capacity, collaborative learning, principal leadership, structural support and organizational reform barriers. The development of PLCs in these seven schools was also analyzed.

Author

• Jia Zhang, Zhejiang University