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Fang Zheng, Chen Houyu, Chen Chao. Linkage and Recontextualization: Mechanisms of Teacher Learning in Inter-School Professional Learning Communities[J]. Journal of Modern Education, 2023, (1): 30-40.
Citation: Fang Zheng, Chen Houyu, Chen Chao. Linkage and Recontextualization: Mechanisms of Teacher Learning in Inter-School Professional Learning Communities[J]. Journal of Modern Education, 2023, (1): 30-40.

Linkage and Recontextualization: Mechanisms of Teacher Learning in Inter-School Professional Learning Communities

  • Received Date: 2022-12-01
    Available Online: 2023-03-22
  • Publish Date: 2023-01-25
  • How to promote professional learning communities in inter-school collaboration in order to facilitate teacher learning is an important direction for teacher professional development research. The study aims to analyze the mechanisms of teacher learning in inter-school professional learning communities through qualitative research methods. Basic Education Groups are a form of inter-school collaboration in the Chinese context, and the Inter-School Professional Learning Community of Group A was selected as the case for this study. We used interviews with 40 staff members and artefacts (inside and outside the Education Group) for data collection. This study found that boundary objects and boundary crossers mediated teachers' learning across borders in inter-school professional learning communities and that linkage and recontextualization were the mechanisms that enabled teacher learning to take place with the help of mediators. Linkage emphasizes that boundary crossers and boundary objects were connected to each other, that boundary crossers used boundary objects as vehicles, and that boundary objects were developed and used by boundary crossers; recontextualization emphasizes that inter-school interactions supported cross-contextual identification and negotiation, and that inter-school, inter-disciplinary, and inter-level differences facilitate multiple boundary crossings for teacher learning.

     

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