How does writing for publication help professional development of teachers? A case study in China
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AbstractPublications by teachers reporting results or case studies of school-based teacher inquiry activities benchmark their professional development by indicating they have a 'stance of inquiry'. Such papers also disseminate valuable knowledge to the education community for sharing. Essay or case writing has always been a part of school-based teacher learning in China. The small-scale qualitative study reported here examines the impact of producing publications on the professional development of teachers within the context of educational reform. Findings show that producing publications contributes to teacher development in three ways. First, an expanded knowledge base gives the teachers new understandings of student-based learning. Second, teachers obtain insight into their practices by making their tacit knowledge explicit. Third, teachers have a sense of achievement by theorising personal experience. Publications serve as 'boundary objects' which can potentially help teachers achieve and develop their professionalism by disseminating individual knowledge into the public knowledge domain with transformative learning. Such developments, however, normally tend to focus on expanding local pedagogical practice. More emphasis on the notion of 'teachers as researchers' through critical reflection may help teachers perform as transformative intellectuals whilst searching for ways to retain teachers' voices in their written publications.
All Author(s) ListWong JLN
Journal nameJournal of Education for Teaching
Volume Number40
Issue Number1
Pages78 - 93
LanguagesEnglish-United Kingdom
KeywordsChina; re-professionalisation; school-based professional development; teacher as researcher; teacher development; teacher knowledge
Web of Science Subject CategoriesEducation & Educational Research; EDUCATION & EDUCATIONAL RESEARCH

Last updated on 2021-19-01 at 00:00