Doing More with Less: Teacher Professional Learning Communities in Resource-Constrained Primary Schools in Rural China

Autor/inn/en	Sargent, Tanja C.; Hannum, Emily
Titel	Doing More with Less: Teacher Professional Learning Communities in Resource-Constrained Primary Schools in Rural China
Quelle	In: Journal of Teacher Education, 60 (2009) 3, S.258-276 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487109337279
Schlagwörter	Foreign Countries; Faculty Development; Rural Areas; Rural Schools; Educational Research; Teacher Researchers; Instructional Leadership; Principals; School Administration; Interviews; Elementary School Teachers; Teacher Collaboration; Educational Finance; Poverty; Poverty Areas; Discourse Communities; Learning Activities; Teacher Attitudes; China + Suchen Sie Ihr Suchwort? Ausland; Rural area; Ländlicher Raum; Rural areas; School; Schools; Schule; Schulen; Bildungsforschung; Pädagogische Forschung; Lehrerforschung; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Interviewing; Interviewtechnik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Bildungsfonds; Armut; Lernaktivität; Lehrerverhalten
Abstract	Teacher professional learning communities provide environments in which teachers engage in regular research and collaboration. They have been found effective as a means for connecting professional learning to the day-to-day realities faced by teachers in the classroom. In this article, the authors draw on survey data collected in primary schools serving 71 villages in rural Gansu Province as well as transcripts from in-depth interviews with 30 teachers. Findings indicate that professional learning communities penetrate to some of China's most resource-constrained schools but that their nature and development are shaped by institutional supports, principal leadership, and teachers' own initiative. (Contains 1 figure, 5 tables, and 4 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10