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School context and instructional capacity: A comparative study of professional learning communities in rural and urban schools in China |
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| Institution: | 1. The University of Hong Kong, Pokfulam Road, Hong Kong Special Administrative Region;2. Southwest University, China;1. Faculty of Education, University of Macau, China;2. Division of Learning, Development and Diversity, Faculty of Education, University of Hong Kong, China;3. Center for Education Policy, Basic Education Department, Faculty of Education, Southwest University, China;1. Hong Kong Institute of Education, Hong Kong;2. Faculty of Education, Science, Technology, and Mathematics, University of Canberra, Australia;1. Department of Teaching and Learning, University of Nevada, Las Vegas, 4505 Maryland Parkway, Box 35005, Las Vegas, NV 89154-3005, USA;2. Department of Curriculum and Instruction, Texas Tech University, 3008 18th Street, Lubbock, TX 79409, USA;1. Center for Education Policy, Southwest University & College of Educational Science, Chuzhou University, China;2. Center for Education Policy, Southwest University, China;3. Macquarie University, Australia |
| 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. |
| Keywords: | Professional learning community Teaching and research groups Rural education development School context Rural-urban gap Education in China |
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