Fostering higher-order thinking skills of students is important aim for 21st century education. Teachers, as important elements in a positive learning environment, are the key to high quality education. As for the importance of teacher professional collaboration in teacher development, Hargreaves and Fullan (2012) pointed out that teachers’ professional collaboration will benefit not only students but also the whole school community, and even society at large. In Chinese context, the Ministry of Education of the People’s Republic of China (2010) issued a policy in 2010 promoting teacher professional collaboration and development as a background of this study, implying that teachers must be collaborating actively with colleagues in daily professional life to achieve collective growth for the purpose of improving student learning.Based on the policy reality, this study explored teacher professional collaboration in the Chinese education context. It looked in particular at practices and issues in teacher professional collaboration. This article begins with the definitions of teacher professional collaboration, followed by a detailed exploration of this type of collaboration in Chinese education and issues related to its implementation. This study will provide holistic picture of teacher collaboration in China for contributing to theoretical development and educational practice.
The United Nations promulgated Agenda 21 in 1992, thereby recognizing education as the pathway to a more sustainable future. The launch of education for sustainable development (ESD) activities and the growing number of related studies have created an urgent need for a thorough and comprehensive review of the field. Based on 2779 publications from the related literature in the SSCI index from 1992 to 2022, this study outlines the growth characteristics, research areas, and research methods, and conducts a statistical analysis of the contributing forces of countries, institutions, and authors to demonstrate that the literature is mainly generated in developed countries. Meanwhile, this study identifies ten core journals and finds that highly productive institutions are characterized by close relationships and long-term in-depth research and collaboration with authors. Finally, a combination of Latent Dirichlet Allocation (LDA) theme models, manual coding, and pyLDAvis visualization tools identified five research themes, including foundations of ESD research, environmental education, higher education for sustainable development, sustainable development capacity, and educational technology innovation. The intellectual structure of research in this emerging interdisciplinary field is revealed, and this study provides a reference for scholars in this discipline.
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