Improving Teacher Self-Efficacy Through Professional Learning Community in K–12 Chinese Schools

• In Event: 28.092 - Sheraton Roundtable Two - Osgoode Ballroom
  In Roundtable Session: 28.092-3 - Efficacy and Learning in the Classroom

Abstract

Teacher professional learning community presumably supports the development of their self-efficacy in teaching and such a community is assumed to be shaped by the contexts in which it is situated. This study examines the relationship between teacher perceptions of professional learning community, change in their self-efficacy in teaching, and impact of Chinese traditional cultural values on both in two Chinese schools drawing on interview, observation and document data. It found that Chinese teachers valued the professional learning communities structured in their school contexts, which enhanced their self-efficacy in developing new teaching practice and assessment and revealed that the traditional Chinese culture values might not always exert the consistent forces in supporting their learning to teach in the professional learning communities.

Authors

• Qing Gao, Texas Tech University

• Jian Wang, Texas Tech University