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ERIC Number: EJ1210071
Record Type: Journal
Publication Date: 2019
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1354-0602
Collaborative Teacher Professional Development in Schools in English (UK) and Shanghai (China): Cultures, Contexts and Tensions
Zeng, Yan; Day, Christopher
Teachers and Teaching: Theory and Practice, v25 n3 p379-397 2019
This mixed method research explores the contexts, purposes, forms, practices, and effects of school provided collaborative professional development (PD) as experienced by teachers working in primary and secondary schools in England and Shanghai. The research is part of a larger partnership pilot study by the University of Nottingham and Shanghai Normal University, which focused on opportunities for and experiences of participation in formally organized professional development, using as a point of departure the findings of the "Teaching and Learning International Survey (TALIS) 2013" report of teachers' perceptions of their professional development. Given the differences between the two jurisdictions in their PISA ("Program for International Student Assessment") rankings, and between national cultures, teacher expectations and conditions of work, professional development purposes, forms and practices in schools might be expected to differ. The research found that there was a similar emphasis in both jurisdictions upon 'functional' rather than 'attitudinal' oriented professional development, but that teachers in Shanghai schools experienced more of the latter than those in the English schools studied. Such differences in the relative emphasis between the two jurisdictions upon the 'attitudinal', challenge the benefits of focusing collaborative professional development primarily upon the 'functional' in English schools.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China (Shanghai); United Kingdom (Nottingham)
Identifiers - Assessments and Surveys: Program for International Student Assessment