Sustaining a Teacher Professional Learning Community in China Through Technology

Abstract

This study explores the evolution of a professional learning community (PLC) of Chinese teachers over a multi-year period. A group of 16 teachers participated in a three-semester PLC over the 2008-2009 school years to develop master mathematics teachers in a school district in Beijing, China. The goal of the PLC, as identified by the teachers, was to improve instruction for greater student autonomy, creativity, and problem solving as they developed their master capacity building skills and networked relationships. This paper explores what has happened to these 16 teachers six years later, specifically considering how they may have used technology to further their development as master teachers. This study shows the potential of a PLC for self-adaptive, emergent behaviors and understandings that are instructional for transforming teaching practices, sustaining changes in teaching practices and preparing students for 21st century engagements.