Teachers' Professional Learning Communities in China

1. Introduction 2. The concept of professional learning communities and its effects on teachers 3. Understanding professional learning communities in a Chinese context 4. Testing a conceptual model to understand the development of professional learning communities in China 5. The relationship of professional learning communities with teacher efficacy, commitment and job satisfaction 6. How professional learning communities affect teacher efficacy, commitment and job satisfaction in Chinese schools 7. Barriers to the development of professional learning communities in Chinese schools 8. Concluding remarks

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Professional Learning Communities;Teacher Education;Teachers' Professional Development;Chinese Schooling;Professional Development;Teaching Research System;Chinese Schools;Lesson Preparation Groups;TALIS;Informal Collaborative Learning;PLC Practice;Teacher Commitment;PLC Development;Affect Teacher Commitment;OSTES;Supportive Leadership;Collective Inquiry;Teacher Collaboration;Education Authorities;Collective Lesson Planning;Cultural Barriers;School Based Teaching Research;Teacher's Job Satisfaction;Teacher's Self-efficacy;PLC Research;Beta Value;Develop PLCs;TSE Scale