Conception of expert mathematics teacher: a comparative study between Hong Kong and Chongqing.

Autor/inn/en	Yang, Xinrong; Leung, Frederick K. S.
Titel	Conception of expert mathematics teacher: a comparative study between Hong Kong and Chongqing.
Quelle	In: ZDM : mathematics education, 45 (2013) 1, S. 121-132 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-013-0487-5
Schlagwörter	Wissen; Pädagogische Fähigkeit; Fertigkeit; Fertigkeit; Lehrerbildung; Mathematikunterricht; Unterricht; Wissen; Fachlehrer; Pädagogische Fähigkeit; Lehrerausbildung; Lehrerbildung; Fachlehrer; Unterricht; Mathematikunterricht
Abstract	This paper reports the similarities and differences in how "expert mathematics teacher" is conceptualized by mathematics educators in Hong Kong and Chongqing, two cities in China which share similar but different cultural and social backgrounds. Thirty-seven mathematics education researchers, school principals with mathematics education background, and mathematics teachers were interviewed on their perceptions of expert mathematics teacher. It is found that in both cities an expert mathematics teacher should have a profound knowledge base in mathematics, teaching, and students; strong ability in teaching; and a noble personality and a spirit of life-long learning. As for differences, an expert mathematics teacher should have the ability to conduct research, mentor other teachers, and have profound knowledge of examination and educational theories in Chongqing. These attributes were not found in Hong Kong. These similarities and differences are discussed, and relevant social and cultural factors in the two contexts are examined.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2013/4