Abstract
Our study concerns an important issue raised by recent studies of teacher professional development (TPD); that of the process of teacher change. As long ago as 2002, Clarke and Hollingsworth pointed out that the key shift in TPD is “from programs that change teachers, to teachers as active learners shaping their professional growth through reflective participation in professional development programs and in practice” (2002, p. 948). More recently, Goldsmith, Doerr and Lewis (2014) have highlighted that in many existing TPD studies, teachers’ learning has typically been treated as an indicator of the effectiveness of the TPD programme rather than the primary object of inquiry.
Access provided by CONRICYT-eBooks. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35, 463–482.
Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947–967.
Ding, L., Jones, K., Mei, L., & Sikko, S. A. (2015). “Not to lose the chain in learning mathematics”: Expert teaching with variation in Shanghai. In Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, Vol 2 (pp. 209–216). Hobart, Australia: PME.
Ding, L., Jones, K., & Pepin, B. (2013, July). Task design through a school-based professional development programme. In Proceedings of the ICMI study 22: Task design in mathematics education. Oxford: University of Oxford.
Ding, L., Jones, K., Pepin, B., & Sikko, S. A. (2014). An expert teacher’s local instruction theory underlying a lesson design study through school-based professional development. In Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2 (pp. 401–408). Vancouver, Canada: PME.
Goldsmith, L. T., Doerr, H. M., & Lewis, C. C. (2014). Mathematics teachers’ learning: A conceptual framework and synthesis of research. Journal of Mathematics Teacher Education, 17(1), 5–36.
Goos, M. (2014). Researcher-teacher relationships and models for teaching development in mathematics education. ZDM: International Journal in Mathematics Education, 46, 189–200.
Gu, L. (2014). A statement of pedagogy reform: Regional experiment and research record. Shanghai: Shanghai Education Press. [顾泠沅著. 口述教改-地区实验或研究纪事. 上海教育出版社]
Gu, L., Huang, R., & Marton, F. (2004). Teaching with variation: An effective way of mathematics teaching in China. In L. Fan, N. Y. Wong, J. Cai, & S. Li (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp. 309–348). Singapore: World Scientific.
Gu, L., & Wang, J. (2003). Teachers’ development through education action: The use of ‘Keli’ as a means in the research of teacher education model. Curriculum, Textbook & Pedagogy, I, 9–15; II, 14–19. [教师在教育行动中成长—以课例为载体的教师教育模式研究. 课程-教材-教法, 2003, 第一期, 9–15;第二期, 14–19.]
Han, X. (2013). Improving classroom instruction with apprenticeship practices and public lesson development as contexts. In Y. Li & R. Huang (Eds.), How Chinese teach mathematics and improve teaching (pp. 171–185). London: Routledge.
Hart, L. C., Alston, A., & Murata, A. (Eds.). (2011). Lesson study research and practice in mathematics education: Learning together. Berlin: Springer.
Huang, R., & Bao, J. (2006). Towards a model for teacher’s professional development in China: Introducing Keli. Journal of Mathematics Teacher Education, 9, 279–298.
Huang, R., Mok, I., & Leung, F. (2006). Repetition or variation: Practising in the mathematics classroom in China. In D. Clarke, C. Keitel, & Y. Shimizu (Eds.), Mathematics classrooms in twelve countries (pp. 263–274). Rotterdam: Sense Publishers.
Huang, R., Su, H., & Xu, S. (2014). Developing teachers’ and teaching researchers’ professional competence in mathematics through Chinese Lesson Study. ZDM: The International Journal on Mathematics Education, 46, 239–251.
Huang, R., Gong, Z., & Han, X. (2016). Implementing mathematics teaching that promotes students’ understanding through theory-driven lesson study. ZDM: The International Journal on Mathematics Education 48, 425–439.
Kaiser, G., & Li, Y. (2011). Reflections and future prospects. In Y. Li & G. Kaiser (Eds.), Expertise in Mathematics instruction (pp. 343–353). London: Springer.
Li, Y., Chen, X., & Kulm, G. (2009). Mathematics teachers’ practices and thinking in lesson plan development: A case of teaching fraction division. ZDM Mathematics education, 41, 717–731.
Li, Y., Huang, R., & Yang, Y. (2011). Characterizing expert teaching in school mathematics in China: A prototype of expertise in teaching mathematics. In Y. Li & G. Kaiser (Eds.), Expertise in mathematics instruction (pp. 167–195). London: Springer.
Li, J., Peng, A., & Song, N. (2011) Teaching algebraic equations with variation in Chinese classroom. In J. Cai & E. Knuth (Eds.), Early algebraization: A global dialogue from multiple perspectives (pp. 529–556). New York, NY: Springer.
Murray, S., Ma, X., & Mazur, J. (2009). Effects of peer coaching on teachers’ collaborative interactions and students’ mathematics achievement. Journal of Educational Research, 102, 203–212.
Neuberger, J. (2012). Benefits of a teacher and coach collaboration: A case study. Journal of Mathematical Behavior, 31(2), 290–311.
Obara, S. (2010). Mathematics coaching: A new kind of professional development. Teacher Development, 14, 241–251.
Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407.
Peng, A. (2007). Knowledge growth of mathematics teachers during professional activity based on the task of lesson explaining. Journal of Mathematics Teacher Education, 10, 289–299.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
Simon, M. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education, 26, 114–145.
Sun, X. (2011). ‘Variation problems’ and their roles in the topic of fraction division in Chinese mathematics textbook examples. Education Studies in Mathematics, 76, 65–85.
The New Teacher Project (TNTP). (2015). The mirage: Confronting the hard truth about our quest for teacher development. Washington, DC: TNTP.
Wong, J. L. N. (2012). How has recent curriculum reform in China influenced school-based teacher learning? An ethnographic study of two subject departments in Shanghai, China, Asia-Pacific. Journal of Teacher Education, 40(4), 347–361.
Yang, X. (2014). Conception and characteristics of expert mathematics teachers in China. Berlin: Springer.
Yang, Y. (2009). How a Chinese teacher improved classroom teaching in teaching research group: A case study on Pythagoras theorem teaching in Shanghai. ZDM: The International Journal on Mathematics Education, 41, 279–296.
Yang, Y., & Ricks, T. E. (2012). How crucial incidents analysis support Chinese lesson study. International Journal for Lesson and Learning Studies, 1(1), 41–48.
Zhang, M., Xu, J., & Sun, C. (2014). Effective teachers for successful schools and high performing students: The case of Shanghai. In S. K. Lee, W. O. Lee, & E. L. Low (Eds.), Educational policy innovations (pp. 143–161). London: Springer.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Sense Publishers
About this chapter
Cite this chapter
Ding, L., Jones, K., Sikko, S.A. (2017). An Expert Teacher’s Use of Teaching with Variation to Support a Junior Mathematics Teacher’s Professional Learning. In: Huang, R., Li, Y. (eds) Teaching and Learning Mathematics through Variation. Mathematics Teaching and Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-782-5_14
Download citation
DOI: https://doi.org/10.1007/978-94-6300-782-5_14
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-782-5
eBook Packages: EducationEducation (R0)