By Xinrong Yang
The stronger functionality of East Asian scholars in contemporary overseas stories of arithmetic success has attracted the eye of educators and coverage makers around the globe. Xinrong Yang specializes in exploring how a professional arithmetic instructor is conceptualized via arithmetic educators in China and the features that specialist arithmetic academics proportion. the writer adopts a sociocultural conception and a prototypical view of notion during this research of instructor services and exhibits that the various roles anticipated to be performed by means of professional arithmetic lecturers in China, reminiscent of being whilst a researcher, a mentor, knowledgeable in exam, and an exemplary version, are rather diversified from the jobs anticipated of knowledgeable instructor in Western cultures. moreover, a few features of specialist arithmetic lecturers the writer identifies are assorted from these suggested in past reports. Examples contain the specialist arithmetic lecturers´ contemporary-constructivist orientated ideals approximately arithmetic and its studying and instructing, and their skill to educate with flexibility, stability, and coherence.
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Additional resources for Conception and Characteristics of Expert Mathematics Teachers in China
Particularly, as Berliner (2001) argued, “one might be considered an expert teacher in one culture, say one like the United States that values student participation in the teaching-learning process. But the teacher would be considered terrible in another culture, one that purposely limits student participation, like India” (p. 467). This suggests that being an expert teacher or having teaching expertise might be culturally dependent, and that, to study expert teacher or teaching expertise, the social and cultural context within which the expertise is developed should be highly stressed.
2000), teaching expertise is difficult to define operationally and assessed. Thus, not only the kind of teachers who can be called expert teachers needs investigation, but also the nature of teacher expertise in different cultural contexts and education systems (Li & Kaiser, 2011). Even so, some researchers still tried to define this in previous studies. For example, Weinert et al. (1992) stated that “pedagogic expertise is not a uniform, homogeneous, and coherent class of knowledge” (p. 251), but comprises four expertise sub-domains that are independent of each other and acquired independently: subject matter expertise; classroom management expertise; instructional expertise; and, diagnostic expertise.
Even though specific participant selection criteria may vary between studies, the following similarities can be identified: 1) teaching 34 Theoretical Orientations and Literature Review experience; 2) student achievement; 3) social recognition and reputation; 4) principal’s nomination; and 5) professional or social group membership. Among them, principals’ opinions were particularly stressed. , 2005, p. 13). Some criteria are not reasonable to a certain degree. , 1988). It is clearly pointed out in the models proposed by Berliner (1988) and Lian (2008) (reviewed above) that some teachers will retire as competent or proficient teachers, the growth of their teaching expertise stalled despite their continuing to accumulate teaching experience.
Conception and Characteristics of Expert Mathematics Teachers in China by Xinrong Yang