Developments of Professional Learning Communities and Challenges for Principals in Chinese Urban Middle Schools

Source:
By:RUI JIN, TAO ZHU

DOI: https://doi.org/10.30564/ret.v4i2.3015

Abstract:

Professional learning communities (PLCs) have seen a rapid spread all around the world over the past 30 years. Since then it has been proved that they can improve teaching quality and thereby the achievement of students, and so PLCs have attracted increasing attention especially from education systems. In China, PLCs have been developed vigorously within schools since the implementation of the ‘New Curriculum Reform’ in 2000. However, the west has paid scant attention to and were not familiar with them since most research in this field in China was published in Chinese.Furthermore, PLCs are influenced by contextual and cultural factors, and therefore PLCs in Chinese education systems are different from those in Anglo-American settings due to long-standing cultural differences, which require consideration. Therefore, this research will investigate the PLCs in China that may be of interest. Many recent studies have shown that, although PLCs have made significant progress in Chinese urban middle schools through the enthusiastic efforts of educators and scholars, there are still several barriers. The primary purpose of this research is to review the development of PLCs and additionally to analyse the challenges faced by the principals.

References:

[1] Gao, S., Wang, J. Teaching transformation under centralized curriculum and teacher learning community: two Chinese chemistry teachers’ experiences in developing inquiry-based instruction[J]. Teaching and Teacher Education,2014,44(01): 1-11. [2] Bolam, R., McMahon, A., Stoll, L., et al. Creating and sustaining effective professional learning communities[M]. London: University of Bristol,2005. [3] Paine, L. W., Fang, Y. Reform as hybrid model of teaching and teacher development in China[J]. International Journal of Educational Research,2006,45(4–5): 279–289. [4] Qiao, X. F., Yu, S. L., Zhang, L. M. A review of research on professional learning communities in mainland China (2006–2015): key findings and emerging themes[J]. Educational Management Administration & Leadership,2018,46(5): 713–728. [5] Pang, N.S., Wang, T. Global perspectives on developing professional learning communities[M]. London: Routledge,2018. [6] Hairon, S., Dimmock, C. Singapore schools and professional learning communities: teacher professional development and school leadership in an Asian hierarchical system[J]. Educational Review,2012,64(4): 405–424. [7] Education Law of the People’s Republic of China[EB/OL]. Chinese Education & Society. 1999,32(03): 30-46. [8] Compulsory Education Law of the People’s Republic of China[EB/OL]. People’s Republic of China Supreme People’s Court. Available at: http://en.chinacourt.org/public/detail.php?id=135 [Accessed at 26 April 2020]. [9] Vescio, V., Ross, D., Adams, A. A review of research on the impact of professional learning communities on teaching practice and student learning[J]. Teaching and Teacher Education,2008,24 (01): 80–91. [10] Harris, A.Distributed leadership in schools: developing the leaders of tomorrow[M]. London: Routledge,2008. [11] Wang, T. Contrived collegiality versus genuine collegiality: demystifying professional learning communities in Chinese schools[J]. Compare,2015,45(6): 908-930. [12] Stoll, L. Stimulating learning conversations[J]. Professional Development Today,2012,14 (4): 6–12. [13] Kools, M., Stoll, L. What makes a school a learning organisation? [EB/OL]. Available at: https://www.oecd-ilibrary.org/education/what-makes-a-school-a-learning-organisation_5jlwm62b3bvh-en [Accessed 26 April 2020]. [14] Harris, A., Jones, M. Professional learning communities and system improvement[J]. Improving Schools,2010,13(2): 172-181. [15] Stoll, L., Bolam, R., McMahon, A., et al. Professional learning communities: a review of the literature[J]. Journal of Educational Change,2006,7(4): 221–258. [16] Kilbane, J. F. Factors in sustaining professional learning community[J]. NASSP Bulletin,2010, 93(184): 184–205. [17] DuFour, R. What is a “professional learning community”? [J].Educational Leadership,2004, 61(8): 6-11. [18] Little, J. W. Professional community and the problem of high school reform[J]. International Journal of Educational Research,2002,37(8): 6931714. [19] Zhang, J. and Pang, N. S. K. Investigating the development of professional learning communities: compare schools in Shanghai and Southwest China[J]. Asia Pacific Journal of Education,2016,36(2): 217-230. [20] Hamos, J. E., Bergin, K. B., Maki, D. P., et al. Opening the classroom door: professional learning communities in the math and science partnership program[J]. Science educator ,2009,18(2): 14-24. [21] Senge, P., Cambron-McCabe, N., Lucas, T., et al. Schools that learn: a fifth discipline fieldbook for educators, parents, and everyone who cares about education[M]. New York, NY: Doubleday,2000. [22] Hammond, L. D., McLaughlin, M. W. Policies that support professional development in an era of reform[J]. Phi delta kappan,1995, 76(8): 597-604. [23] Jalongo, M.R. Creating learning communities: the role of the teacher in the twenty-first century[M]. Bloomington, IN: National Educational Service,1991. [24] Fullan, M. The new meaning of educational change[M]. New York: Teachers College Press,1991. [25] Wong, H. K., Britton, T., Ganser, T. What the world can teach us about new teacher induction[J]. Phi delta kappan,2005,86(5): 379-384. [26] Hord, S. M., Sommers, W. A. Leading professional learning communities: Voices from research and practice[M]. Thousand Oaks CA 91320 USA: Corwin Press,2008. [27] Louis, K.S., Marks, H.M. Does professional learning community affect the classroom? Teachers’ work and student experiences in restructuring schools[J]. American Journal of Education,1998, 106 (4): 532-575. [28] Dunne, F., Nave, B., Lewis, A. Critical friends groups: teachers helping teachers to improve student learning[J]. Phi Delta Kappan,2000, 28(4): 31-37. [29] Hollins, E. R., McIntyre, L. R., DeBose, C., et al. Promoting a self-sustaining learning community: investigating an internal model for teacher development[J]. International Journal of Qualitative Studies in Education,2004, 17(2): 247-264. [30] Hopkins, D. Every school a great school[M]. Maidenhead: Open University Press,2007. [31] Lewis, M.,Andrews, D. Building sustainable futures: emerging understandings of the significant contribution of the professional learning community[J]. Improving Schools,2004, 7(2): 129-150. [32] Phillips, J. Powerful learning: creating learning communities in urban school reform[J]. Journal of Curriculum and Supervision,2003,18(3): 240-258. [33] Berry, B., Johnson, D., Montgomery, D. The power of teacher leadership[J]. Educational Leadership,205, 62(5): 56-60. [34] Supovitz, J. A., Christman, J. B. Developing communities of instructional practice: lessons for Cincinnati and Philadelphia [EB/OL]. Available at: https://repository.upenn.edu/cpre_policybriefs/28/CPRE [Accessed at 26 April 2020]. [35] Harris, A. Distributed leadership matters: perspectives, practicalities, and potential[M]. Thousand oaks, CA: Corwin Press,2013. [36] Thompson, S. C., Gregg, L., Niska, J. M. Professional learning communities, leadership, and student learning. RMLE Online [EB/OL]2004,28(1): 1-15. Available at: https://doi.org/10.1080/19404476.2004.11658173 [Acccessed 26 April 2020]. [37] Hipp, K. K., Huffman, J. B. Demystifying the concept of professional learning communities. In: Hipp, K.K. and Huffman, J. B. (Ed.) Demystifying professional learning communities: school leadership at its best[D].Lanham, MD: Rowman and Littlefield Education,2010. [38] Jackson, A. W., Davis, G. A. Turning points 2000: educating adolescents in the 21st century[D]. New York & Westerville, OH: Teachers College Press & National Middle School Association,2000. [39] Snyder, K.J., Acker-Hocevar, M.,Snyder, K.M. Principals speak out on changing school work cultures[J]. Journal of Staff Development,1996, 17(1): 14-19. [40] Leithwood, K., Jantzi, D. Making schools smarter: leading with evidence[M]. Thousand oaks, CA: Corwin Press,2006. [41] Zheng, X., Yin, H., Liu, Y., et al. Effects of leadership practices on professional learning communities: the mediating role of trust in colleagues[J]. Asia Pacific Education Review,2016, 17(3): 521-532. [42] DuFour, R., DuFour, R., Eaker, R. Revisiting professional learning communities at work: new insights for improving schools[J]. Teacher Librarian,2010, 37(4): 75. [43] Carpenter, D. School culture and leadership of professional learning communities. International Journal of Educational Management [EB/OL] ,2015,29(5):682-694. Available at: https://doi.org/10.1108/IJEM-04-2014-0046 [Accessed 26 April 2020]. [44] Deal, T. E., Peterson, K. D. Shaping school culture: pitfalls, paradoxes, & promises[M]. San Francisco, CA: Jossey-Bass Inc,2009. [45] Day, C., Sammons, P., Leithwood, K., et al. School leadership and student outcomes: building and sustaining success[M]. New York: McGraw-Hill Education,2011. [46] Hord, S.M. Professional learning communities: communities of continuous inquiry and improvement[D]. Austin, TX: Southwest Educational Development Laboratory,1997. [47] Kleine-Kracht, P.A. The principal in a community of learning[J]. Journal of School Leadership,1993,3(04): 391-399. [48] Stoll, L., Louis, k. S. Professional learning communities: divergence, depth and dilemmas[M]. Maidenhead: Open University Press,2007. [49] DuFour, R., DuFour, R., Eaker, R. Revisiting professional learning communities: new insights for improving schools[M]. Solution Tree, Bloomington, IN,2008. [50] Wong, J. L. N. What makes a professional learning community to be possible? a case study of a Mathematics department in a junior secondary school of China[J]. Asia Pacific Education Review,2010, 11(2): 131-139. [51] Kong, F., Zhang, S. Thinking and practice of teaching and research mode innovation in primary and secondary schools[J]. Journal of the Chinese Society of Education ,2010,(11): 67-69. [52] Wu, W. Knowledge theory analysis of the narrative of young expert Novice Teacher Cooperative Research[J]. Studies in Preschool Education,2012(2): 44-48. [53] Zhang, J., Lin, L. Research on the construction of teacher learning community based on knowledge management SECI model[J]. E-Education Research,2012,(9): 31-35. [54] Li, Y., Guan, X., Zeng, F. Analysis of the current situation of regional online training activities and Countermeasures[J]. China Educational Technology,2009 (12): 83-86. [55] Sargent, T. C., Hannum, E. Doing more with less: teacher professional learning communities in resource-constrained primary schools in rural China[J]. Journal of Teacher Education,2009, 60(3): 258-276. [56] Wong, J. L. Searching for good practice in teaching: a comparison of two subject-based professional learning communities in a secondary school in Shanghai[J]. Compare,2010, 40(5): 623-639. [57] Zhang, J., Pang, N.S.K. Exploring the characteristics of professional learning communities in China: a mixed-method study[J]. The Asia-Pacific Education Researcher,2015, 25(1): 11-21. [58] Gu, F. Research on the positioning of junior high school grade group in school management. [Study on the orientation of Grade Group in Junior School management] East China Normal University [EB/OL]. Available at: http://106.52.45.143:81/kns/brief/Default_Result.aspx [Accessed at 26 April 2020]. [59] Thomas, S. M., Peng, W. J., Li, J., et al. Overview of teachers professional development and the role of professional learning communities to enhance teachers practice and student outcomes in China[J]. International Congress for School Effectiveness and Improvement,2018:3-6. [60] Hargreaves, A. Changing teachers, changing times: teachers’ work and culture in the postmodern age[M]. London: Cassell,1994. [61] Chen, G. A commentary on the teaching research group phenomenon in China[J]. Nantong University Journal,2006,22(4): 1-4. [62] Hargreaves, A.Teaching in the knowledge society: education in the age of insecurity[M]. New York, NY: Teachers College Press,2003. [63] Ryan, J., Kang, C., Mitchell, I., et al. China’s basic education reform: An account of an international collaborative research and development project[J]. Asia Pacific Journal of Education,2009,29(4): 427-441. [64] Tsui, A., Wong, J. In search of a third space: teacher development in mainland China. In: Chan, C. K. K. and Rao, N. (Ed.)[J]. Revisiting the Chinese learner: changing contexts, changing education, 2009:281-311. Hong Kong: Springer. [65] Wells, C., Feun, L. Implementation of learning community principles: a study of six high schools. NASSP Bulletin,2007,91(2): 141-160. [66] Li, Z. (2011) Learners’ reflexivity and the development of an e-learning community among students in China[J]. Research in Learning Technology 19(1): 5-17. [67] Craig, C. J., Zou, Y., Poimbeauf, R. P. A narrative inquiry into schooling in China: three images of the principalship[J]. Journal of Curriculum Studies ,2015,47(1): 141-169. [68] Clancy, S., Athanasiadou, D., Nusrat, A.. Module title:leading learning. [Power Point Presentation]. Leading Learning (EDUC4022 UNUK) (SPR1 19-20) [EB/OL]. Available at: https://moodle.nottingham.ac.uk/mod/forum/discuss.php?d=450633 [Accessed at 26 April 2020]. [69] Zhou, F. Action research on the connection between “primary one” and “teaching and research activities” in nine-year consistent school -- Taking Shanghai ZS school as an example. [Nine- year education schools teaching and research activities “secondary and primary” convergence action research---Shanghai ZS school as an example] Shanghai Normal University [EB/OL]. Available at: http://106.52.45.143:81/kns/brief/Default_Result.aspx [Accessed at 26 April 2020]. [70] Tian, Q. Y. Research on the current situation of junior middle school teachers’ participation in teaching and research activities in Shihezi City. [Shihezi city junior high school teachers to participate in the activities of teaching and research status quo of the research] Shihezi University [EB/OL]. Available at: http://106.52.45.143:81/kns/brief/Default_Result.aspx [Accessed at 26 April 2020]. [70] Zhang, L. H. How to support teachers’ Professional Development -- Based on the field research of s junior middle school in Nanjing. Nanjing Normal University [EB/OL]. Available at: http://106.52.45.143:81/kns/brief/Default_Result.aspx [Accessed 26 April 2020]. [71] Professional Standards for Principals of Compulsory Schools (2019) Ministry of Education. Available at: http://www.xuexila.com/lore/fagui/c34035.html [Accessed at 26 April 2020]. [72] Pan, Y. Strategy Research on the construction of middle school teaching and research group under the background of new curriculum -- Based on the perspective of learning organization. [The strategy research of teaching and research group construction in junior school with the background of new curriculum ——base on learning visual angle] Soochow University [EB/OL]. Available at: http://106.52.45.143:81/kns/brief/Default_Result.aspx [Accessed at 26 April 2020]. [73] Jin, X. C. The cooperation and development of Contemporary Teachers. [Teacher collaboration and development: a case study of ‘jiaoyanzu’] East China Normal University [EB/OL]. Available at: http://106.52.45.143:81/kns/brief/Default_Result.aspx [Accessed at 26 April 2020]. [74] Zhang, J., Pang, S. K. Connotation and development of teachers’ professional learning community in Chinese mainland[J]. Teacher Education Research,2014,26(3): 61-68. [75] Lomos, C., Hofman, R. H., Bosker, R.J. Professional communities and student achievement–a meta-analysis[J]. School Effectiveness and School Improvement ,2011,22(2): 121-148.