Studies have examined teachers' experience of organisational learning in school-based contexts but have seldom investigated teachers' cross-school learning processes. This paper explores the dynamic processes of teacher learning in cross-school settings led by local teaching and research officers. Qualitative comparative case studies based on…

This study explored how a group of higher education teachers in China used WeChat to build an online Community of Practice (OCoP), which supported their professional learning. A qualitative study was designed. Data were collected from multiple sources including online interaction excerpts, teachers' reflections, classroom observation, and…

This study uses positioning theory to explore the reasons for Chinese learning assistants' misalignment with school pedagogical ideology and their resistance to professional learning at an international English-Chinese dual-language school. This study reveals that inconsistencies between three types of positioning practices (other-positioning,…