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Enhancing professional learning communities through knowledge artefacts in mainland China
Qiao,Xuefeng1; Yu,Shulin2
2016
Source PublicationJournal of Education for Teaching
ISSN13600540 02607476
Volume42Issue:1Pages:110-113
AbstractThis qualitative case study examines the perspectives and experiences of seven Chinese primary teachers on the integration of shared knowledge artefacts into teaching in professional learning communities. The analysis of the semi-structured interviews and observation data revealed that using knowledge artefacts, such as preview sheets, flowing charts and grouping rules, had dual effects in teacher development in professional learning communities in mainland China. Although the participating teachers acquired instrumental skills to meet the requirement of education reform, the ready-made paradigmatic model constrained critical thinking and resulted in conservatism in teachers′ mindsets. The findings highlight the lack of trial-and-error opportunities and teacher motivation in conducting professional dialogues in situated collective learning settings. The study suggests that stimulating teacher agency must be employed in the development of teaching practice under the scaffolds of knowledge artefacts.
KeywordKnowledge artefact professional learning communities teacher development
DOI10.1080/02607476.2015.1135229
URLView the original
Language英语
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Document TypeJournal article
专题University of Macau
Corresponding AuthorQiao,Xuefeng
Affiliation1.School of Education Science,Nanjing Normal University,,Jiangsu,China
2.University of Macau,,Macau,Macao
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Qiao,Xuefeng,Yu,Shulin. Enhancing professional learning communities through knowledge artefacts in mainland China[J]. Journal of Education for Teaching,2016,42(1):110-113.
APA Qiao,Xuefeng,&Yu,Shulin.(2016).Enhancing professional learning communities through knowledge artefacts in mainland China.Journal of Education for Teaching,42(1),110-113.
MLA Qiao,Xuefeng,et al."Enhancing professional learning communities through knowledge artefacts in mainland China".Journal of Education for Teaching 42.1(2016):110-113.
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