The development of teaching expertise from an international perspective / by Su Liang (California State University, San Bernadino).

Format:

Book

Author/Creator:

Liang, Su, author.

Series:

Montana mathematics enthusiast.

The Montana mathematics enthusiast, monograph series in mathematics education

Language:

English

Subjects (All):

Mathematics--Study and teaching (Middle school)--China.

Mathematics.

Mathematics--Study and teaching (Secondary)--China.

Mathematics teachers--Interviews.

Mathematics teachers.

Physical Description:

1 online resource (167 pages) : illustrations.

Place of Publication:

Charlotte, North Carolina : Information Age Publishing, Inc., 2013.

Summary:

This book provides an insightful view of effective teaching practices in China from an international perspective by examining the grades 7-12 mathematics teacher preparation in the Shandong province of China. It is an excellent reference book for teacher educators, researchers, reformers, and teaching practitioners. A qualitative research approach, involving in-depth interviews with purposive sampling of ten grades 7-12 award-winning mathematics teachers, was chosen to conduct the study. The participants are from the Shandong province and have been awarded recognition for his/her achievements in teaching grades 7-12 mathematics by the different levels: school, district, city, province, or nation; and his/her students have achieved high average scores in college entrance exams or in high school entrance exams among the classes at the same grade level. Data analysis revealed the following findings: first, grades 7-12 mathematics teachers from the Shandong province of China were prepared to teach through pre-service training, in-service training, and informal learning. The pre-service training can be characterized as emphasizing formal mathematics training at advanced level. The in-service training is integrated with teacher collaboration and teaching research, and has the characteristics of diversity, continuity, and orientation toward teaching practice. The in-service training also stimulates teachers to conduct self-directed learning. Second, the award-winning grades 7-12 mathematics teachers are identified by the following characteristics: they are passionate about mathematics and share their passion through teaching; they actively take part in teaching research through application of teaching research in the classroom, collaboration with peers, and systematic lesson preparation; they apply technology into teaching; and they take an active role in teaching research in order to expand their professional opportunities.Based on the findings of this study, the following conclusions were reached: pre-service training and in-service training are both necessary processes for mathematics teachers to build up their knowledge base for effective teaching. Pre-service training is just a starting point for the teaching profession. In-service training, integrated with teacher collaboration and teaching research should be a continuous activity that is a part of a teacher's everyday life.

Contents:

Chapter 1

Introduction

Chapter 2. Review of the literature

Chapter 3. Methodology

Chapter 4. Findings

Chapter 5. Conclusion, disscussion, implications, recommendation

Appendixes

Appendix a: Interview protocol

Appendix b: Pilot study

Appendix c: A sample of comparison matrix

Appendix d: An example of teaching

Appendix e: The curriculum of China east normal university

References.

Notes:

Includes bibliographical references (pages 149-158).

Print version record.

ISBN:

1-62396-378-8