Teacher Development Knowledge and Context

."..this is a scholarly addition to thee literature on professional development. Grounded as it is in doctoral research, the claims are well supported by both quantitative and qualitative evidence. The author is able to bring both an insider and outsider perspective to the study as her background spans both Chinese and British cultures. The writing style employs the structural style of a sound doctoral dissertation with clear advance organisers and structural cues for the reader...it will speak to anyone who is involved as either a provider or recipient of professional development across cultural boundaries. As I read it I frequently paused to consider my own experiences as a provider of in-service education in the field of science education in a similar cross-cultural environment." British Educational Research Journal, October 2009