Understanding the roles of expert teacher workshops in building teachers' capacity in Shanghai turnaround primary schools: A Teacher's perspective

Abstract

The aim of this multiple case study was to understand the roles of expert teacher workshops as professional learning communities (PLCs) in building teachers' capacity in Chinese turnaround schools. Twenty teachers, including expert teachers, from three turnaround schools participated in interviews about their experiences in expert teacher workshop activities. This research identified diverse activities that significantly strengthened teachers' capacities, including auditing peers’ classes, conducting school-based research, collaborative class preparation, organizing workshops and reading activities, formulating common working plans, and other activities. This article argues that expert teacher workshops, as a form of professional learning community, are an effective change strategy that contributes to teacher capacity development in Chinese turnaround schools.