Daftar Isi:Introduction 1 1.1 Purpose of the Book 2 1.2 Conceptual Framework and Theoretical Lens 4 1.2.1 From PLC to INPLC 4 1.2.2 Evidence of Learning in PLCs 9 1.2.3 How to Build INPLCs That Work 11 1.2.4 INPLC as Reciprocal Learning Space 14 1.3 How Is It Researched 18 References 23 2 Constructing the Reciprocal Learning Space in Between 31 2.1 The Place of Shanghai and Its Education 32 2.2 The Place of Ontario and Its Education 42 2.3 A Reciprocal Learning Space in the Making 50 References 60 3 What Teachers Can Learn 67 3.1 Knowledge 67 3.1.1 First Contact with the Other s Education 70 3.1.2 Refection on Personal Practical Knowledge 74 3.1.3 Shanghai Teachers Dissonances in Personal Practical Knowledge 78 xxii CONTENTS 3.2 Practice 80 3.2.1 Current Practice as the Ground or Constraint for Change 80 3.2.2 Real Impact on Practice 85 3.2.3 Pedagogical Shift and Student Growth 90 References 94 4 How Teachers Can Change 97 4.1 Motivation 97 4.1.1 Sources of Motivation 99 4.1.2 Comparing Sources of Motivation 103 4.1.3 Motivation Change 107 4.2 Professional Identity 109 4.2.1 Cosmopolitan Awareness 111 4.2.2 Reshaping Teacher Professional Identity 115 References 118 5 What Lessons Can We Learn from the Evidence 121 5.1 Impacts of the Reciprocal Learning Space 121 5.2 Making Sense of Differences 131 References 137 6 Too Early to Cheer 141 6.1 Frustrations Associated with International Teacher Collaboration 141 6.2 Considering Organization of Networked PLCs 143 6.3 Local Organizational Conditions 144 6.3.1 Principals Support and Differences 144 6.3.2 On-Site Coordinators in Shanghai Schools 151 6.3.3 Local Educational Authority s Involvement 154 6.3.4 Student and Parent Support 156 6.3.5 Limited Time 157 6.3.6 Sustainable Commitment 159 6.4 Organizational Conditions in the Network 162 6.4.1 Preexisting Conditions 162 6.4.2 Handling Culture and System Differences 164 6.4.3 Diffculties in Communication 171 6.4.4 Importance of Partnership/Network Facilitators 176 CONTENTS xxiii 6.4.5 Needing in-Person Exchanges 178 6.4.6 Negotiating for a Long-Term Goal for School Partnerships 181 6.5 Lessons on Organizational Conditions 185 References 189 7 Conclusion and Suggestions 193 7.1 The Unfulflled Promise of Reciprocal Learning Space 193 7.2 A Proposed Model of Teacher Learning in Reciprocal Learning Space 198 7.3 Suggestions for Future Research