This study compares the relative effectiveness between professional development centers and professional learning communities in IB schools in China in promoting student learning of Theory of Knowledge in the IB programme. While Professional Development Center delivers regular training workshops as a raison detre for meetings IB requirements, it may be less effective than a professional learning community (PLC) as the latter promotes more teacher-centered and informal professional learning than the former. DuFour and Eaker’s (1998) theory of PLC is adopted as the main theoretical framework in this study. A survey on PLCs will be conducted in 20 IB schools in China with additional qualitative interviews and observations in four IB schools selected subsequently for case studies to explore the distinguished achievements in student learning. The significance of this study lies in evaluation and reflections from teachers and school leaders that may contribute to school improvements in other IB schools. Copyright © 2017 ICSEI.
|Publication status||Published - Jan 2018|