The Professional Learning and Development of Teachers in England and Shanghai: Opportunities and Effects

Session Type: Symposium

Abstract

Designed and conducted by two universities in England and Shanghai, this collaborative two-year project examined the historical, cultural and policy contexts and practices of professional learning and development (PLD) and their perceived effects on teachers’ thinking and practices in Chinese and English elementary and secondary schools. Based upon a range of quantitative and qualitative empirical data from schools in both jurisdictions, the four papers will discuss: i) policy and its effects; ii) the principal’s role; iii) different forms of PLD, with emphasis on collaborative learning through the lens of CHAT (Cultural and Historical Activity Theory; and iv) analyse the processes of teacher research in China and England.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 8: Teacher Professional Development: Impact on Teacher Practices and Student Learning

Chair

• Christopher W. Day, University of Nottingham

Papers

• Teacher Collaboration in England and Shanghai: Similarities and Differences - Zeng Yan; Mary Oliver

• Professional Learning and Development of Teachers in England and Shanghai: Impact of Policy on Practice - Jiexin Lu; Bernadette Youens, University of Nottingham; Guoyong Hu

• What Does Doing Research Mean for Teachers? Comparison Between England and Shanghai - Fan Yang; Jane Medwell, University of Nottingham; Guoyong Hu

• Principals' Roles in Teachers' Professional Learning and Development in Shanghai and English Schools - Christopher W. Day, University of Nottingham; Zeng Yan

Discussant

• Kira J. Baker-Doyle, Arcadia University