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The affordances of teacher professional learning communities: A case study of a Chinese secondary school
ARTICLE

, , English Department, China

TATE Volume 58, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study investigates the learning experiences and the trajectories of EFL teachers' professional development in Chinese secondary schools under a socio-cultural framework. The findings indicate that social and individual affordances are both essential to individual teachers’ professional development, and to the sustainable growth of the teacher learning community (TLC). The former is prerequisite to the latter, whereas the latter determines the route and pace of development. This paper also demonstrates the usefulness of activity theory in analysing the affordances of TLC, and advocates that all parties involved should understand, identify and create positive affordances for teacher professional development.

Citation

Cheng, X. & Wu, L.y. (2016). The affordances of teacher professional learning communities: A case study of a Chinese secondary school. Teaching and Teacher Education: An International Journal of Research and Studies, 58(1), 54-67. Elsevier Ltd. Retrieved November 21, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.04.008

Keywords