How do teachers view the effects of school-based in-service learning activities? A case study in China

Lai Ngok Jocelyn WONG, Bik May Amy TSUI

Research output: Contribution to journalArticlespeer-review

16 Citations (Scopus)

Abstract

Recent educational changes in China such as the decentralization policy and the marketization of education have introduced concepts such as performativity, competition and effectiveness to the education sector and they have become part of the educational lexicon. Such policy shifts force more local participation in teacher education programmes and schools are now identified as the prime site for offering relevant professional learning activities to teachers. However, interestingly, research on professional development of teachers in China has not devoted significant attention to the voices of teachers. This paper examines how teachers from seven schools in Guangdong Province view the effectiveness of these school-based learning activities within the new context of educational change. Copyright © 2007 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)457-470
JournalJournal of Education for Teaching
Volume33
Issue number4
DOIs
Publication statusPublished - Nov 2007

Citation

Wong, J. L. N., & Tsui, A. B. M. (2007). How do teachers view the effects of school-based in-service learning activities? A case study in China. Journal of Education for Teaching, 33(4), 457-470.

Keywords

  • Teachers -- Training of
  • Teachers -- In-service training
  • Service learning
  • Teacher development
  • Professional education
  • Continuing education
  • Educational change

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