The affordances of teacher professional learning communities: A case study of a Chinese secondary school
Xiao Cheng, Li-ying Wu, English Department, China
TATE Volume 58, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
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.
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.