School context and instructional capacity

a comparative study of professional learning communities in rural and urban schools in China

Dan Wang, Jingying Wang, Hui Li, Ling Li*

*Corresponding author for this work

Research output: Contribution to journalArticle

20 Citations (Scopus)

Abstract

This study examines the teaching gap between rural and urban schools in China from the perspective of teacher professional learning communities (PLCs). Drawing on in-depth interviews with 36 primary school teachers, the study finds striking disparities between rural and urban schools in the working of Teaching and Research Groups (TRGs). These disparities in TRGs result in divergent patterns of instructional capacity building in rural and urban schools. The evidence shows that teaching and teachers are strongly shaped by the school organizational context. It suggests that strengthening school-wide PLCs is an important way of narrowing the rural-urban teaching and learning gaps.

Original languageEnglish
Pages (from-to)1-9
Number of pages9
JournalInternational Journal of Educational Development
Volume52
DOIs
Publication statusPublished - Jan 2017
Externally publishedYes

Keywords

  • professional learning community
  • teaching and research groups
  • rural education development
  • school context
  • rural-urban gap
  • education in China

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