Abstract
ABSTRACT Studies have examined teachers’ experience of organisational learning in school-based contexts but have seldom investigated teachers’ cross-school learning processes. This paper explores the dynamic processes of teacher learning in cross-school settings led by local teaching and research officers. Qualitative comparative case studies based on organisational learning were conducted in China. The findings showed that, due to different contextual factors, the cases showed different learning cultures but shared several similar learning mechanisms. This article concludes by presenting a ‘context-learning mechanism-learning value’ framework for understanding organisational learning in TRO-led cross-school teacher learning communities in China.
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