An Empirical Study on the Development of Teachers’ Professional Learning Communities: Schools in Shanghai as an Example
As a hot topic at home and abroad in recent years， professional learning community (PLC) has been shown as the key reason for school improvement. This study explores the development of teachers’ PLCs in Shanghai schools through questionnaire survey. Results indicate that PLCs in Shanghai schools are well developed in general， while differences in terms of PLC development exist between schools in different levels， locations， sizes and histories. Eradicating institutional barriers， strengthening support for high schools and schools in rural areas， and enhancing team building are effective strategies to improve the practice of PLCs， thus to further promote the curriculum reform process.
|關鍵詞||教师专业学习共同体、教师专业发展、学校规模、农村学校、教师学习团队、teachers' professional learning community、teacher professional development、school size、rural schools、teachers' learning team|