Chapter 1Teachers working together: A dialogue on organizational and cultural perspectives of Chinese teachers
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2020, Studies in Educational EvaluationCitation Excerpt :For instance, the high power distance nature of the Chinese culture has facilitated the role of school top leaders in leading and developing teacher learning activities (Qian, Walker, & Yang, 2017). In addition, TRGs have been set up in Chinese schools as an institutionalized platform for teacher collaboration since the 1950s (Paine & Ma, 1993). Teachers in the same subject meet regularly to conduct a range of collective activities, including discussing students’ learning problems, reflecting on teaching practices, and conducting lesson planning, preparation, and demonstration (Huang et al., 2019; Wong, 2010; Zhang & Pang, 2016).
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