Contrived collegiality versus genuine collegiality: demystifying professional learning communities in Chinese schools

Abstract

Drawing on data from a larger study on Professional Learning Communities (PLCs) and School Leadership in China, this article investigates the practices of teacher collaboration and PLCs in two urban, high-performing secondary schools in Northeast China. Qualitative data were collected from observations, documents and in-depth semi-structured interviews with 20 participants. The findings reveal that intentionally arranged organisational structures support teacher professional learning and collective inquiry. Collaborative teams in two schools are characterised by genuine collegiality, promoting disciplined collaboration and shared responsibility, which is different from contrived collegiality imposed on teachers. Professional learning is ongoing, supported and fully integrated into the culture and operation of the school system. Emotional bonds, trust and an inclusive school culture contribute to genuine collegiality. These learning communities establish a system of focused collaboration, peer mentoring and collective responsibility, which leads to improved teaching and student learning.

Keywords:

• professional learning communities
• contrived collegiality
• arranged collegiality
• school improvement
• Chinese education

Acknowledgements

An earlier version of this article was presented at the 26th Annual Conference of the International Congress for School Effectiveness and Improvement, Santiago, Chile, January 3–6, 2013. I am grateful to anonymous reviewers for constructive feedback and recommendations for improvement on earlier versions of this article.

Funding

This research was supported by the University of Canberra Outside Studies Program funding (grant number OSP 2011/2012).