This mixed-method study explored the char-acteristics of professional learning communities (PLCs) inChinese schools. Informed by the existing literature onPLCs, the authors conducted a questionnaire survey ofteachers in seven schools in Shanghai to explore thecharacteristics of Chinese PLCs. Follow-up qualitativeinterviews were also conducted to examine the underlyingreasons for such characteristics perceived by teachers.Results show that PLCs in the Chinese schools can beconceptualized in terms of collaborative learning, profes-sional competency, facilitative leadership, structural sup-port, and cultural barriers, which can be attributed to schooleducation system, traditional social cultures, and ways ofteacher recognition. Practical implications as well as sug-gestions for future research are also provided.

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• Exploring the Characteristics of Professional Learning Communities in China: A Mixed-Method Study