Linking the Structure of Teaching Research Groups in China to Teacher Learning for Innovation

• In Event: 16.062 - Poster Session 2
  In Poster Session: 16.062-2 - Division K Section 8 Poster Session 4

Abstract

Teacher learning communities are presumably necessary to promote innovation in practice. Teaching research group (TRG), a school-based formal structure, plays a crucial role in improving teaching quality in China. Although increasing attentions placed on the nature of TRG and its significance on improving teachers’ daily practices, little reveals how the structure and mechanism of TRG influence teacher learning for innovation. Underpinned by the theory of community of practice, this paper qualitatively analyzes a TRG of Chinese teachers who implement an innovative Chinese language writing project in a secondary school in Shanghai. The findings suggest that various interactions are constructed by TRG for teachers to participate into sense-making process such as discussing, developing, understanding and reevaluating the innovation and teaching practice.

Authors

• Licui Chen, The University of Hong Kong

• Leming Liang, The University of Hong Kong