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010 a| 2022003564;

020 a| 9781032283180q| (hardback);

020 a| 9781032283197q| (paperback);

020 z| 9781003296287q| (ebook);

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100 1 a| Zhang, Xiaolei,d| 1985-?| UNAUTHORIZED;

245 10 a| How do teachers learn togetherh| [electronic resource] :b| case studies of school-based teacher learning communities in China /c| Xiaolei Zhang.;

260 a| London ;a| New York :b| Routledge, Taylor & Francis Group,c| 2023.;

300 a| xii, 218 pages :b| illustrations ;c| 24 cm;

504 a| Includes bibliographical references and index.;

505 0 a| Introduction -- Teacher learning in school organizational settings: theoretical perspectives -- School-based teacher learning through TRGs in China -- Teachers' learning through engaging in school-based learning activities in TRGs -- Knowledge development among teachers in school-based TRGs -- Supporting teachers' learning in TRGs: two leadership strategies -- Discussion and conclusion: whether teachers' learning in school-based TRGs leads to change.;

506 a| Available only to authorized users.;

520 a| "Based on case studies of Chinese teachers in Shanghai and their workplace learning within the context of reform, this book examines how Chinese teachers learn together when they engage in school-based learning activities. Since the New Curriculum Reform in China in 2001, school-based Teaching Research Groups (TRGs) (Jiaoyanzu) have played an important role in changing teacher learning approaches. Informed by organizational learning frameworks and organizational knowledge theory, the author examines the processes and effects of teacher learning in school-based settings, particularly the role of school leadership in the learning and change of in-service teachers. Further implications of sustainably optimizing the school-based teacher learning communities for school improvement are also discussed. The book will be helpful and valuable for policy-makers, school leaders, researchers, students, teachers and other educational practitioners in understanding the distinctive features of school-based teachers' learning in China"--c| Provided by publisher.;

538 a| Mode of access: World Wide Web;

650 0 a| Teachersx| In-service trainingz| China.=| ^A16635;

650 0 a| Professional learning communitiesz| China.=| ^A1000531;

650 0 a| Teachersx| Professional relationshipsz| China.=| ^A1019558;

650 0 a| Teacher-administrator relationshipsz| China.=| ^A83113;

650 0 a| School improvement programsz| China.=| ^A193278;

655 0 a| Electronic books.=| ^A491897;

856 40 z| Full text available from Taylor & Francis eBooksu| https://go.openathens.net/redirector/ecu.edu?url=https%3A%2F%2Fwww.taylorfrancis.com%2Fbooks%2F9781003296287;

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How do teachers learn together case studies of school-based teacher learning communities in China / Xiaolei Zhang.

Author/creator	Zhang, Xiaolei, 1985-
Format	Electronic
Publication Info	London ; New York : Routledge, Taylor & Francis Group, 2023.
Description	xii, 218 pages : illustrations ; 24 cm
Supplemental Content	Full text available from Taylor & Francis eBooks
Subjects	Teachers--In-service training. --China. Professional learning communities--China. Teachers--Professional relationships. --China. Teacher-administrator relationships--China. School improvement programs--China.

Contents	Introduction -- Teacher learning in school organizational settings: theoretical perspectives -- School-based teacher learning through TRGs in China -- Teachers' learning through engaging in school-based learning activities in TRGs -- Knowledge development among teachers in school-based TRGs -- Supporting teachers' learning in TRGs: two leadership strategies -- Discussion and conclusion: whether teachers' learning in school-based TRGs leads to change.
Abstract	"Based on case studies of Chinese teachers in Shanghai and their workplace learning within the context of reform, this book examines how Chinese teachers learn together when they engage in school-based learning activities. Since the New Curriculum Reform in China in 2001, school-based Teaching Research Groups (TRGs) (Jiaoyanzu) have played an important role in changing teacher learning approaches. Informed by organizational learning frameworks and organizational knowledge theory, the author examines the processes and effects of teacher learning in school-based settings, particularly the role of school leadership in the learning and change of in-service teachers. Further implications of sustainably optimizing the school-based teacher learning communities for school improvement are also discussed. The book will be helpful and valuable for policy-makers, school leaders, researchers, students, teachers and other educational practitioners in understanding the distinctive features of school-based teachers' learning in China"-- Provided by publisher.
Bibliography note	Includes bibliographical references and index.
Access restriction	Available only to authorized users.
Technical details	Mode of access: World Wide Web
Genre/form	Electronic books.
LCCN	2022003564
ISBN	9781032283180 (hardback)
ISBN	9781032283197 (paperback)
ISBN	(ebook)

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How do teachers learn together case studies of school-based teacher learning communities in China / Xiaolei Zhang.

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