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Teacher Education in Professional Learning Communities

Lessons from the Reciprocal Learning Project

  • Book
  • © 2018

Overview

Authors:
  1. Xuefeng Huang

    1. University of Toronto, Toronto, Canada

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  • Examines in-service teachers’ cross-cultural professional learning, bringing professional learning communities (PLC) research into the international setting, and integrating a comparative education lens into the investigation of international teacher communities
  • Discusses impact of the nascent Canada-China school network on teacher knowledge, practice, motivation to participate, and cosmopolitan professional identity
  • Argues for the promise of reciprocal learning space and presents a model meant to improve the practice of internationally networked PLCs (INPLCs) and enhance the research on INPLCs from a reciprocal learning lens

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Table of contents (7 chapters)

  1. Front Matter

    Pages i-xxv
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  2. Introduction

    • Xuefeng Huang
    Pages 1-29

  3. Constructing the Reciprocal Learning Space in Between

    • Xuefeng Huang
    Pages 31-66

  4. What Teachers Can Learn

    • Xuefeng Huang
    Pages 67-95

  5. How Teachers Can Change

    • Xuefeng Huang
    Pages 97-120

  6. What Lessons Can We Learn from the Evidence

    • Xuefeng Huang
    Pages 121-140

  7. Too Early to Cheer

    • Xuefeng Huang
    Pages 141-191

  8. Conclusion and Suggestions

    • Xuefeng Huang
    Pages 193-205

  9. Back Matter

    Pages 207-209
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Keywords

About this book

This book explores the unique experiences of a sister school network in Canada and China contextualized through the lens of the Reciprocal Learning Project, which supports the relationship between a school network and teacher education exchange program of two countries. Huang uses theoretical viewpoints from teacher learning and comparative education research to analyse and interpret what has happened in the emerging cross-cultural school network. The book juxtaposes teacher learning and comparative education research from Shanghai and Ontario as teachers in the two places interact and provides detailed descriptions of teacher collaboration to show how these collaborations were initiated, developed, and sustained, as well as the impact brought about from these collaborations. The book offers a unique opportunity to examine how Canadian and Chinese teachers receive and react to opportunities of cross-cultural collaboration and learning.

Authors and Affiliations

  • University of Toronto, Toronto, Canada

    Xuefeng Huang

About the author

Xuefeng Huang is Coordinator of the International Baccalaureate Diploma Programme (IBDP) at New Oriental International College, Canada and is a sessional course instructor for the IB Teacher Certificate Program at the University of Windsor, Canada.

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