Search results for: Wong Jocelyn L.N.
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How Has Recent Curriculum Reform in China Influenced School-based Teacher Learning? An Ethnographic Study of Two Subject Departments in Shanghai, China
This ethnographic study investigates the impacts of current curriculum reform on teacher learning using two subject departments from two schools in Shanghai, China. This study shows that teachers direct much attention towards searching for good practices and norms of practice to encounter new curriculum challenges. Findings show that outside experts who act as ‘boundary brokers’ are crucial in teacher learning.
Updated: Mar. 24, 2013