How Teachers Learn and Change in Reciprocal Learning Space  

作　　者：Xuefeng HUANG 

机构地区：[1]Ontario Institute for Studies in Education,University of Toronto,Toronto,ON M5S1V6,Canada

出　　处：《Frontiers of Education in China》2017年第2期151-179,共29页中国高等学校学术文摘·教育学（英文）

摘　　要：This paper reports the impact of a new Canada and China school network on its participating teachers in the context of the Canada−China Partnership Grant Project.Eight schools formed four pairs of sister schools,and teachers in these schools created collaborations embedded in their practices.The data include interviews of teachers and principals in both countries and records of teachers’cross-cultural collaborations.Informed by the literature on teacher learning and professional learning communities,this paper shows benefits of international teacher communities.Also,it explores a new approach to research that features spatiality considerations reflecting a new trend in the comparative education literature.Focusing on teacher knowledge and practice,it shows reciprocal effects of collaboration in the international school network.Finally,this paper links the research results to the literature in a way that highlights the potential of international teacher professional learning communities and contributions of this kind of practice and research.

关 键 词：personal practical knowledge professional learning community reciprocal learning SPATIALITY 

分 类 号：H31[语言文字—英语]