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From Periphery to the Core: Promoting College English Teachers’ Professional Development From the Perspective of Community of Practice

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  • Li Huiyin

Abstract

Collaborative lesson preparation is a common practice for Chinese teachers who work together to solve their teaching difficulties and problems. Based on the theoretical framework of community of practice (CoP), this paper describes how a teaching group in a university (entitled G University) in China was engaged in its lesson-preparation community and how the collaboration in lesson preparation impacted teachers’ professional development. Based on the findings of the study some lessons have been drawn about how to establish a successful CoP to promote Chinese teachers’ professional development.

Suggested Citation

  • Li Huiyin, 2019. "From Periphery to the Core: Promoting College English Teachers’ Professional Development From the Perspective of Community of Practice," English Language Teaching, Canadian Center of Science and Education, vol. 12(9), pages 1-74, September.
    • Handle: RePEc:ibn:eltjnl:v:12:y:2019:i:9:p:74
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    References listed on IDEAS

    as
    1. Probst, Gilbert & Borzillo, Stefano, 2008. "Why communities of practice succeed and why they fail," European Management Journal, Elsevier, vol. 26(5), pages 335-347, October.
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    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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