Professional Learning Communities and the Diffusion of Pedagogical Innovation in the Chinese Education System
Summary. Pedagogical innovations spread unevenly across China's education system following curriculum reforms. This study finds that teacher professional learning communities—where educators frequently interact and observe each other—successfully diffuse innovative teaching ideas despite teachers' doubts about reform viability. External networks connecting designated teacher opinion leaders further accelerate innovation spread through schools.
Cite this article
Sargent, T.. (2014). Professional Learning Communities and the Diffusion of Pedagogical Innovation in the Chinese Education System. Comparative Education Review. https://doi.org/10.1086/678358
Sargent, Tanja. “Professional Learning Communities and the Diffusion of Pedagogical Innovation in the Chinese Education System.” Comparative Education Review, 2014. https://doi.org/10.1086/678358.
Sargent, Tanja. 2014. “Professional Learning Communities and the Diffusion of Pedagogical Innovation in the Chinese Education System.” Comparative Education Review. https://doi.org/10.1086/678358.
@article{sargent-2014-professional-learning-communities-diffusion-pedagogical,
title = {Professional Learning Communities and the Diffusion of Pedagogical Innovation in the Chinese Education System},
author = {Tanja Sargent},
journal = {Comparative Education Review},
year = {2014},
doi = {10.1086/678358},
url = {https://doi.org/10.1086/678358}
}
TY - JOUR TI - Professional Learning Communities and the Diffusion of Pedagogical Innovation in the Chinese Education System AU - Tanja Sargent JO - Comparative Education Review PY - 2014 DO - 10.1086/678358 UR - https://doi.org/10.1086/678358 ER -
Details
- DOI
- 10.1086/678358
- Countries
- China
- Regions
- Asia
- Categories
- education, innovation-networks, general-innovation
- Added
- 2026-04-28