Mechanisms of the Tailoring Workshops for Teacher Sustainable Development: A Case Study of a Middle School in Shanghai

Autor/inn/en	Ju, Yucui; Liu, Jiping
Titel	Mechanisms of the Tailoring Workshops for Teacher Sustainable Development: A Case Study of a Middle School in Shanghai
Quelle	In: Educational Philosophy and Theory, 54 (2022) 10, S.1593-1607 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2020.1794275
Schlagwörter	Sustainable Development; Teacher Workshops; Foreign Countries; Faculty Development; Problem Solving; Educational Needs; Teacher Attitudes; Middle School Teachers; Educational Theories; Teacher Role; Learning Processes; Teacher Collaboration; Educational Change; China (Shanghai) + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Ausland; Problemlösen; Educational need; Bildungsbedarf; Lehrerverhalten; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Educational theory; Theory of education; Bildungstheorie; Lehrerrolle; Learning process; Lernprozess; Lehrerkooperation; Bildungsreform
Abstract	Tailoring workshop (TW), a school-based teacher training program, has been developed in China on the basis of the Teaching Research Groups (TRGs) to better focus on teacher's genuine needs, improve their problem-solving ability, and inter-subject collaboration. Literature on teacher workshops predominately roots in western settings whereas scant attention has been paid to those in Asian contexts, especially China. Therefore, a qualitative method was performed with teachers from a middle school in Shanghai to unveil how the TWs were formed, conducted, and how they functioned effectively. Drawing on Dewey's pragmatic theory as the analysis framework, the findings yielded a formation process with four stages and examined the mechanisms in four dimensions, namely, dynamics mechanism, organizational structure, role of teachers, and learning mechanism. The study argues that, the TWs prioritize teacher's genuine needs and problems encountered in practice, encourage teachers to identify problems, seek resources and conduct research with collective wisdom for resolutions. These features make it significantly different from the traditional TRGs with 'top-down' approach and other training programs in reliance upon short-lived, external lectures. The TW mode, in this sense, can be deemed a promising endeavor to facilitate teacher's sustainable development in echoing the ever-changing education domain. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01