A STUDY ON THE DEVELOPMENT OF PROFESSIONAL LEARNING COMMUNITIES FOR TEACHERS IN CHINA

Abstract

This paper comprehensively analyses the development history, current status, and future direction of Professional Learning Communities (PLC) in China's education sector. As a collaborative learning model that promotes teachers' continuous professional development, PLChas gradually moved from being introduced as a pilot programmer to being policy-driven and locally innovative in China. Research has found that PLC can effectively enhance collaboration, experience sharing, and reflection among teachers, thus improving teaching quality. However, the implementation of PLC in China also faces challenges, such as the heavy workload of teachers and the lack of systematic support and professional guidance. Looking to the future, the development of PLC requires further support from policies and systems, the deepening of localised innovations, and the development of teacher autonomy and leadership. In addition, improving assessment and feedback mechanisms and strengthening technical support and resource integration will provide impetus for the sustainable development of PLC. The research in this paper provides useful references for education policymakers, school administrators, and teachers, aiming to promote PLC to play a greater role in China's education reform and to facilitate teachers' professional growth and the improvement of education quality.