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ERIC Number: EJ1090206
Record Type: Journal
Publication Date: 2016
Pages: 4
Abstractor: As Provided
ISSN: ISSN-0260-7476
Enhancing Professional Learning Communities through Knowledge Artefacts in Mainland China
Qiao, Xuefeng; Yu, Shulin
Journal of Education for Teaching: International Research and Pedagogy, v42 n1 p110-113 2016
This qualitative case study examines the perspectives and experiences of seven Chinese primary teachers on the integration of shared knowledge artefacts into teaching in professional learning communities. The analysis of the semi-structured interviews and observation data revealed that using knowledge artefacts, such as preview sheets, flowing charts and grouping rules, had dual effects in teacher development in professional learning communities in mainland China. Although the participating teachers acquired instrumental skills to meet the requirement of education reform, the ready-made paradigmatic model constrained critical thinking and resulted in conservatism in teachers' mindsets. The findings highlight the lack of trial-and-error opportunities and teacher motivation in conducting professional dialogues in situated collective learning settings. The study suggests that stimulating teacher agency must be employed in the development of teaching practice under the scaffolds of knowledge artefacts.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A