Investigating the perspective of professional learning communities in facilitating the teaching and learning of the theory of knowledge in IBDP schools in China /

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Student Theses

2022

Yuan, Hui

Thesis

This qualitative study investigated the dimensions and roles of Professional Learning Communities (PLCs) that support the discipline of Theory of Knowledge in schools that are implementing the International Baccalaureate Diploma Programme (IBDP) in China. The investigation introduces an analysis of the characteristic practices of PLCs across three IBDP schools in Shenzhen and Beijing, employing a case study to reveal factors and facts that demonstrate significant predictors of the development of PLCs in varying IBDP school settings in China. Trust among team members (leaders and colleagues) (2) Shared vision and values (3) Collaboration (4) Shared responsibility (5) Reflective professional inquiry (6) Deprivatised practice (7) Group learning. What is more, three primary perspectives interact with leadership practices, teaching practices, and students' learning on the Theory of Knowledge (ToK) in developing PLCs, known as the contextual, cultural, and situational perspectives. The school-level improvements are witnessed by teachers, students, and leaders throughout the study. The findings from the case studies indicated that seven dimensions and three perspectives of PLCs could significantly and positively account for the ToK teaching and learning to the IBDP students in the Chinese setting. The findings from the responses of middle leaders such as DP coordinators and ToK coordinators indicated that the instructional leadership practices cohere with the Standard and Practice in the IBDP curriculum, facilitating teachers in teaching, especially leading a critical-thinking-oriented core course- Theory of Knowledge into subject teaching. The implication of this study contributes to the knowledge base of core characters in building and sustaining PLCs in IBDP schools in China. Three layers of situational, contextual, and cultural factors interact and interplay in promoting PLCs for assisting IBDP implementation in IBDP schools. Regarding the enthusiasm for the IBDP curriculum in mainland China, this research aims to empirically reveal the domains of PLCs facilitating teachers' teaching practices of ToK teaching. In short, the objective of exploring the characteristics of the PLC repertoire that promotes the IBDP cohort to build a school-based program has proven to be a critical step in school improvement. Therefore, the significance of this study lies in three perspectives. First, the study is the pilot investigation in acquainting to the research community the situation of school-based Professional Learning Communities in Chinese IBDP schools in terms of empirical literature reviews. In this process, the similarities and differences between schools' operation National curriculum and IBDP are identified in the studies in mainland China. The study revealed the features of PLCs in the high-performing curriculum in mainland China, which meet the needs of the growing interests. Second, it is necessary for principals, school leaders, stakeholders, and policymakers to comprehensively understand the value and long-term interests in building PLCs, which instructs teachers to activate their learning autonomy for better professionalism and student achievement. Last but not least, China is one of the fast runners in IBDP curriculum practices, the succeed in PLCs cultivating models up to the rest of the IBDP schools in the same regions, even internationally

LG51.H43 Dr 2022eb Yuanh

https://educoll.lib.eduhk.hk/records/3R2mPW5F