School context and instructional capacity: A comparative study of professional learning communities in rural and urban schools in China

Dan WANG, Jingying WANG, Hui LI, Ling LI

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56 Citations (Scopus)

Abstract

This study examines the teaching gap between rural and urban schools in China from the perspective of teacher professional learning communities (PLCs). Drawing on in-depth interviews with 36 primary school teachers, the study finds striking disparities between rural and urban schools in the working of Teaching and Research Groups (TRGs). These disparities in TRGs result in divergent patterns of instructional capacity building in rural and urban schools. The evidence shows that teaching and teachers are strongly shaped by the school organizational context. It suggests that strengthening school-wide PLCs is an important way of narrowing the rural-urban teaching and learning gaps. Copyright © 2016 Elsevier Ltd. All rights reserved.

Original languageEnglish
Pages (from-to)1-9
JournalInternational Journal of Educational Development
Volume52
Early online dateNov 2016
DOIs
Publication statusPublished - Jan 2017

Citation

Wang, D., Wang, J., Li, H., & Li, L. (2017). School context and instructional capacity: A comparative study of professional learning communities in rural and urban schools in China. International Journal of Educational Development, 52, 1-9. https://doi.org/10.1016/j.ijedudev.2016.10.009

Keywords

  • Professional learning community
  • Teaching and research groups
  • Rural education development
  • School context
  • Rural-urban gap
  • Education in China

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