Being a Mathematics Teacher Educator in China: Challenges and Strategic Responses

Wu, Yue; Hwang, Stephen; Cai, Jinfa

doi:10.1007/s10763-016-9752-8

Cited by 9 publications

(5 citation statements)

References 24 publications

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“…For another, quantitative methods also make it possible to statistically measure and systematically compare research subjects across different content areas (Hesse-Biber & Johnson, 2015). When it comes to the subjects of studies, the majority of previous qualitative studies have targeted at teachers rather than students (Keiler, 2018;Wu & Cai, 2017;Yandell, 2017;Yadav et al, 2016). The present study holds that students, as the object of teaching and the subject of learning, constitute an indispensable part of classroom teaching and cannot afford to be neglected.…”

Section: Previous Studies In the Fieldmentioning

confidence: 83%

“…Owning to the nature of qualitative research, the investigation methods are mainly case study, open-ended survey questions, interviews or classroom observations (Yandell, 2017;Lai et al, 2015). Additionally, the sample sizes of qualitative studies are mostly less than 10, with a few exceptions reaching 68 (Wu et al, 2017), 103 (Huang, 2017;Wan et al, 2011), 153 (Huang, 2019) or 324 (Killinc, 2017) The smaller sample sizes, combined with qualitative research methods, serve to pinpoint unique features of teacher roles pertaining to certain particular circumstances and provide in-depth insights into the relevant areas. However, qualitative research has its own limitation and it is considered to be more difficult to generalize their findings in other contexts.…”

Section: Previous Studies In the Fieldmentioning

confidence: 99%

“…The roles of teachers are multifaceted, traversing multiple aspects from administrative, personal, instructional, social, cognitive, affective, managerial, technological to pedagogical domains (Wu et al, 2017;Baran et al, 2011;Alvarez, et al, 2009). A prolific research has been done to examine teacher roles from different perspectives and in different ways.…”

Section: Introductionmentioning

confidence: 99%

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A Comparative Study on Teacher Roles of English Course and Computer Science Course

Qiang

2020

EJFL

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The study aims to examine and compare teacher roles in English course and computer science course. A 27-item scale, the STRI, was used to quantitatively measure teacher roles of the two courses at one university. Altogether 84 students participated in the survey and completed the questionnaires. Reliability tests showed that the STRI was pretty reliable and valid and that the three main teacher roles were all observed in the two courses. Further Results indicated that no significant difference was found between affective roles, managerial roles and the overall teacher roles of the two courses. Only the mean of cognitive role in English course was found to be significantly higher than that of computer science course, which indicated that cognitive role of the teacher in English course was perceived to be more noticeably impactful than that in computer science course. More specific features were also revealed in the study. Article visualizations:<img src="/-counters-/edu_01/0725/a.php" alt="Hit counter" />

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Section: Previous Studies In the Fieldmentioning

confidence: 83%

Section: Previous Studies In the Fieldmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A Comparative Study on Teacher Roles of English Course and Computer Science Course

Qiang

2020

EJFL

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“…A few other studies examined the challenges and the development of mathematics educators in China. Wu et al (2016) identified the challenges of being a mathematics teacher educator (university-based) and explored strategies for overcoming the challenges. By extending, Zaslavsky's (2008) model to include research lesson mediation objects, Huang et al (2014) investigated how MTRS and teachers co-learn through the reiterative cycles of lesson study.…”

Section: Development Of Mathematics Teacher-educators' Knowledge and Competencementioning

confidence: 99%

Perceived professional knowledge and competence of mathematics specialists and its development in China

Huang

Jian-yue

Mok

et al. 2017

IJLLS

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Purpose The purpose of this paper is to explore what professional knowledge and competence (PKC) that knowledgeable others, namely, mathematics teaching research specialists (MTRS) in China, need to know, and how they may develop their PKC. Design/methodology/approach This study adopts mixed methods. A survey on PKC with 549 MTRS is utilized to examine MTRS’ perceived held and ideal PKC and perceived effective ways of developing their PKC. The responses to the open-ended questions on the survey were used to identify additional dimensions of PKC and ways of developing PKC. Multiple techniques of quantitative data analysis were employed to feature the characteristics of PKC and structure of the survey, and the relationship between background variables and perception of PKC. Collectively, this study paints a rich and comprehensive picture about Chinese knowledgeable others’ knowledge and competence, and its development. Findings The data analysis reveals that the participants appreciated the six-dimension model of MTRS’ PKC. They were confident with their PKC in general, but varied in different aspects. The factor analysis showed the six-dimension model could be further clustered into two components: knowledge about mathematics teaching and learning and competence in mentoring and educational leadership, and knowledge about content, assessing student learning, and use of technology. The participants perceived their learning through multiple ways including: learning through reading, attending specific training programs, attending and mentoring teaching research activities both school-based and across regions, observing and debriefing lessons, sharing within online learning communities. All these venues jointly contribute to developing MTRS’ PKC. Originality/value This is the first empirical study on MTRS’ PKC and its development in China based on such a large sample. The findings of this study not only contribute to an understanding of knowledgeable others in Chinese lesson study and providing suggestions for support of their development, but also provide implications for studies of practice-based mathematics teacher-educators globally.

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“…In recent years, the scientific community has been very interested in understanding the complexities of mathematics teaching and the didactic-mathematical knowledge that teachers need, either in general or specific topics. Results of these investigations have had a direct impact on the teacher training programs as a key point for educational improvement (Ponte & Chapman, 2008;Norton & Zhang, 2018;Stylianides, Stylianides, & Shilling-Traina, 2013;Wu, Hwang, & Cai, 2017).…”

Section: Introductionmentioning

confidence: 99%

In-service Teachers’ Didactic-Mathematical Knowledge on Elementary Algebraic Reasoning. The Case of the Shanxi Province of China

Giacomone

Godino

2020

Acta Sci.

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In this study, the Chinese in-service teachers' didactic-mathematical knowledge on elementary algebraic reasoning is assessed using a questionnaire developed in Spain. The first aim is to diagnose the current situation in China of in-service primary school teachers' knowledge regarding elementary algebra and its teaching. The second aim is to provide enlightenment to teacher training so as to make the concept of early algebra popularized among Chinese primary school teachers. The sample included 264 primary school teachers from the Shanxi province in China. The questionnaire consists of two parts: part 1 comprises 5 items about teachers' gender, teaching experience, professional certificate, educational background, and region; part 2 comprises 25 items from the original version in English. The difficulty, discrimination indexes as well as reliability of the instrument have been determined, reflecting the psychometric properties of the instrument. The dependent variables include 7 aspects divided in 2 dimensionalities apart from the total score. The results reveal Chinese primary school teachers have solid knowledge of algebra but lack pedagogical knowledge in early algebra. This suggests that it would be necessary to set clear training objectives on the core idea of the algebra in national teacher training programs; in addition, our findings emphasize more attention should be given to teachers who have less than 10 years of teaching experience. Finally, we conclude teacher training would be more effective if highly experienced teachers-more than 20 years, became trainers to teach the practical modules.

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Being a Mathematics Teacher Educator in China: Challenges and Strategic Responses

Cited by 9 publications

References 24 publications

A Comparative Study on Teacher Roles of English Course and Computer Science Course

A Comparative Study on Teacher Roles of English Course and Computer Science Course

Perceived professional knowledge and competence of mathematics specialists and its development in China

In-service Teachers’ Didactic-Mathematical Knowledge on Elementary Algebraic Reasoning. The Case of the Shanxi Province of China

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