What makes a master teacher? A study of thirty-one mathematics master teachers in Chinese mainland
What makes a master teacher? A study of thirty-one mathematics master teachers in Chinese mainland
This chapter presents a study investigating the reasons behind the success of mathematics master teachers in their acclaimed teaching career in the Chinese mainland. Data were collected from 31 mathematics master teachers in four provinces and three municipalities through questionnaires and interviews. The results revealed that the master teachers valued internal factors more than external ones in their professional growth. In particular, dedication to education, inner quality, and true professional care towards students appear to be three most important factors. In contrast, capability in dealing with interpersonal relationship was rated as less crucial by the master teachers. The chapter also documented those master teachers’ experiences, reflections, and suggestions concerning teachers’ professional development. Implications and interpretations of the findings are discussed
978-981-4415-81-1
491-526
Fan, Lianghuo
28afe582-cd04-4ddc-9acb-a12494af79e0
Zhu, Yan
3b3d06d6-c420-4611-a5bc-e3701cb83d55
Tang, Caibin
5880af1a-ea00-4c0e-8767-e7e0c70719ca
April 2015
Fan, Lianghuo
28afe582-cd04-4ddc-9acb-a12494af79e0
Zhu, Yan
3b3d06d6-c420-4611-a5bc-e3701cb83d55
Tang, Caibin
5880af1a-ea00-4c0e-8767-e7e0c70719ca
Fan, Lianghuo, Zhu, Yan and Tang, Caibin
(2015)
What makes a master teacher? A study of thirty-one mathematics master teachers in Chinese mainland.
In,
Fan, Lianghuo, Wong, Ngai-Ying, Cai, Jinfa and Li, Shiqi
(eds.)
How Chinese Teach Mathematics: Perspectives from Insiders.
Singapore, SG.
World Scientific, .
Record type:
Book Section
Abstract
This chapter presents a study investigating the reasons behind the success of mathematics master teachers in their acclaimed teaching career in the Chinese mainland. Data were collected from 31 mathematics master teachers in four provinces and three municipalities through questionnaires and interviews. The results revealed that the master teachers valued internal factors more than external ones in their professional growth. In particular, dedication to education, inner quality, and true professional care towards students appear to be three most important factors. In contrast, capability in dealing with interpersonal relationship was rated as less crucial by the master teachers. The chapter also documented those master teachers’ experiences, reflections, and suggestions concerning teachers’ professional development. Implications and interpretations of the findings are discussed
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More information
Accepted/In Press date: 2014
Published date: April 2015
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 369522
URI: http://eprints.soton.ac.uk/id/eprint/369522
ISBN: 978-981-4415-81-1
PURE UUID: b1a48797-836d-479c-ba2d-8c6ab137f0e7
Catalogue record
Date deposited: 13 Oct 2014 10:33
Last modified: 11 Dec 2021 05:13
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Contributors
Author:
Yan Zhu
Author:
Caibin Tang
Editor:
Lianghuo Fan
Editor:
Ngai-Ying Wong
Editor:
Jinfa Cai
Editor:
Shiqi Li
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