ANALYSING TEACHERS’ EXPERTISE, RESOURCES AND COLLECTIVE WORK THROUGHOUT CHINESE AND FRENCH WINDOWS
Palavras-chave:
teacher professional development, teaching research group, ChinaResumo
The working culture in Mainland China has been described as collective (Yang, 2010). Learning community is claimed not only in students` learning but also in teacher professional development. As a main and key form of teacher professional learning community, Teaching Research Group (TRG) is considered as a basic non-administrative organization (Hu & Wang, 2014), which combines teaching, scientific research and daily management into an integral whole, started since 1957. In February 2014, an interview with three Chinese mathematic teachers was conducted for a preliminary study of the author`s PhD thesis aiming to compare Mathematics Teachers’ Documentation Work (Gueudet, Pepin & Trouche, 2012) in China and France, focusing on Teaching Resources of Advanced Teachers. This presentation will focus on teacher`s teaching research group based on not only the interview data, but also some academic and official documents as references.
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Referências
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