ANALYSING TEACHERS’ EXPERTISE, RESOURCES AND COLLECTIVE WORK THROUGHOUT CHINESE AND FRENCH WINDOWS

Authors

  • Chongyang Wang PhD co-supervised by Pr. Binyan Xu (ECNU, Shanghai, China) and Pr. Luc Trouche (ENS de Lyon, France)

Keywords:

teacher professional development, teaching research group, China

Abstract

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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Published

2019-01-11

How to Cite

Wang, C. (2019). ANALYSING TEACHERS’ EXPERTISE, RESOURCES AND COLLECTIVE WORK THROUGHOUT CHINESE AND FRENCH WINDOWS. Ensino Da Matemática Em Debate, 5(3), 367–382. Retrieved from https://revistas.pucsp.br/index.php/emd/article/view/40920

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