This study aims at exploring the influence of The Alliance of Thinking Schools, a multi-regional, researcher-practitioner partnered teachers’ professional learning community (PLC) on the teaching of thinking in China, on bridging teachers’ belief-action gap. Specifically, this study aims to investigate the relationships between teachers’ beliefs about learning, participation in the PLC, engagement in learning, and engagement in practice. A total of 478 teachers from 39 schools participated in this study. A questionnaire adapted from existing...
