ERIC Number: EJ1027963
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
How Does Writing for Publication Help Professional Development of Teachers? a Case Study in China
Wong, Jocelyn L. N.
Journal of Education for Teaching: International Research and Pedagogy, v40 n1 p78-93 2014
Publications by teachers reporting results or case studies of school-based teacher inquiry activities benchmark their professional development by indicating they have a "stance of inquiry". Such papers also disseminate valuable knowledge to the education community for sharing. Essay or case writing has always been a part of school-based teacher learning in China. The small-scale qualitative study reported here examines the impact of producing publications on the professional development of teachers within the context of educational reform. Findings show that producing publications contributes to teacher development in three ways. First, an expanded knowledge base gives the teachers new understandings of student-based learning. Second, teachers obtain insight into their practices by making their tacit knowledge explicit. Third, teachers have a sense of achievement by theorising personal experience. Publications serve as "boundary objects" which can potentially help teachers achieve and develop their professionalism by disseminating individual knowledge into the public knowledge domain with transformative learning. Such developments, however, normally tend to focus on expanding local pedagogical practice. More emphasis on the notion of "teachers as researchers" through critical reflection may help teachers perform as transformative intellectuals whilst searching for ways to retain teachers' voices in their written publications.
Descriptors: Foreign Countries, Faculty Development, Writing for Publication, Teacher Researchers, Educational Change, Knowledge Base for Teaching, Transformative Learning, Reflective Teaching, Theory Practice Relationship, Achievement, Qualitative Research, Semi Structured Interviews
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Adult Education
Authoring Institution: N/A
Identifiers - Location: China