Authors:
- 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
Part of the book series: Intercultural Reciprocal Learning in Chinese and Western Education (IRLCWE)
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Table of contents (7 chapters)
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Front Matter
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Back Matter
About this book
Authors and Affiliations
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University of Toronto, Toronto, Canada
Xuefeng Huang
About the author
Bibliographic Information
Book Title: Teacher Education in Professional Learning Communities
Book Subtitle: Lessons from the Reciprocal Learning Project
Authors: Xuefeng Huang
Series Title: Intercultural Reciprocal Learning in Chinese and Western Education
DOI: https://doi.org/10.1007/978-3-319-91857-0
Publisher: Palgrave Macmillan Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2018
Hardcover ISBN: 978-3-319-91856-3Published: 06 July 2018
Softcover ISBN: 978-3-030-06313-9Published: 12 January 2019
eBook ISBN: 978-3-319-91857-0Published: 20 June 2018
Series ISSN: 2946-417X
Series E-ISSN: 2946-4188
Edition Number: 1
Number of Pages: XXV, 209
Number of Illustrations: 1 b/w illustrations
Topics: International and Comparative Education, Educational Policy and Politics, Educational Philosophy