The Impact of Communities of Practice on Professional Development Among Chinese Teachers
A Mixed-Methods Longitudinal Study
Bibliographic Data
| ID | 16911024 |
|---|---|
| Authors | Youjing Wang (0009-0008-1649-5374, Weinan Normal University, corresponding author), Zhongtao Fan (0000-0002-8900-3747, Weinan Normal University) |
| Year | 2025 |
| Volume | 15 |
| Issue | 3 |
| Publication date | 2025-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440251359824 |
| OpenAlex | W4413356269 |
| Language | EN |
| Citations received | 1 |
| References cited | 117 |
This study investigates the impact of Communities of Practice (CoPs) on the professional development of Chinese teachers, focusing on collaborative learning, skill development, and job satisfaction within the unique cultural context of Chinese education. Using a mixed-methods longitudinal design, the research spanned 18 months and involved 135 in-service teachers from diverse regions across China. Qualitative data were collected through semi-structured interviews, while quantitative data were gathered through surveys administered at the beginning and end of the study. The qualitative findings highlight the complex interplay between cultural norms, collaborative processes, and teachers' professional growth within CoPs. Teachers emphasized the value of CoPs in fostering a sense of community, providing opportunities for peer learning and feedback, and supporting the development of their professional identities. While navigating cultural challenges related to hierarchy and “saving face,” teachers also underscored the importance of CoPs in promoting collaboration and knowledge sharing. The quantitative findings revealed statistically significant improvements in collaborative learning, skill development, and job satisfaction, with large effect sizes observed in collaborative learning and medium effect sizes in skill development and job satisfaction. These findings demonstrate the multifaceted ways in which CoPs can contribute to the professional growth and well-being of Chinese teachers, offering valuable insights for policymakers and school leaders seeking to promote effective and culturally responsive professional development initiatives
Faculty Development · Longitudinal study · Mathematics education · Medical education · Multimethodology · Pedagogy · Professional development · Sociology · Collaborative Teaching and Inclusion · Educational Assessment and Improvement · Medicine · Psychology · Teacher Education and Leadership Studies
Sage Handbook of Mixed Methods in Social & Behavioral Research
Communities of Practice
Contemporary Approaches to Teacher Professional Development
What are communities of practice? A comparative review of four seminal works
Best Practices in Teachers’ Professional Development in the United States
Evolution of Wenger's concept of community of practice
Communities of Practice and Social Learning Systems
The Effect of Teacher Coaching on Instruction and Achievement
Professional Development and Teacher Change
Schools as professional learning communities
How Does Professional Development Improve Teaching?
Within and Beyond Communities of Practice
Informal online communities and networks as a source of teacher professional development
Professional learning communities and system improvement
Knowledge and Organization
Technology Use for Teacher Professional Development in Low- and Middle-Income Countries
A review of research on the impact of professional learning communities on teaching practice and student learning
Teacher communities as a context for professional development
Assessment and Classroom Learning
Effective Teacher Professional Development
Knowledge management practices in universities
Professional Learning Communities in Chinese Preschools
The influence of professional learning communities on informal teacher leadership in a Chinese hierarchical school context
Teaching with and teaching about technology – Evidence for professional development of in-service teachers
The impact of school support for professional development on teachers' adoption of student-centered pedagogy, students’ cognitive learning and abilities
Successful design and delivery of online professional development for teachers
A historical review of professional learning communities in China (1949-2019)
Testing a model of EFL teachers’ work engagement
Those Who Understand
Do they think we live in huts?’ – Cultural essentialism and the challenges of facilitating professional development in cross-cultural settings
Toward a Definition of Mixed Methods Research
Teacher education communities of practice
Teacher job satisfaction and motivation to leave the teaching profession
Preparing for professional experiences—incorporating pre-service teachers as ‘communities of practice’
The affordances of teacher professional learning communities
The impact of mentoring on a non-native immigrant teacher’s professional development
A new framework for teachers’ professional development
Reconsidering research on teachers’ professional identity
Emerging perceptions of teacher quality and teacher development in China
School context and instructional capacity
Communities of practice and professional development
Teacher Professional Development, Technology, and Communities of Practice
Narrowing in on Educational Resources That Do Affect Student Achievement
Thinking together
Professional Development and Teacher Learning
Communities of Practice as a Social Theory of Learning
Teacher Collaboration in Instructional Teams and Student Achievement
Using thematic analysis in psychology
The "What" and "Why" of Goal Pursuits
Designing and Conducting Mixed Methods Research
Teacher efficacy
Improving Impact Studies of Teachers' Professional Development
Teacher professional development in Teaching and Teacher Education over ten years
Dimensionalizing Cultures
Situated Learning
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |