Conceptualizing an expert teacher’s expertise in a lesson design study in Shanghai
Conceptualizing an expert teacher’s expertise in a lesson design study in Shanghai
This paper proposes a conceptualization of an expert teacher’s expertise by coordinating a subject-based behaviour/cognitive analysis and a social-culturally situated analysis. Data from our Lesson Design Study in Shanghai, China, included lesson plans, transcripts of the video-recorded lessons, and transcripts of commentary on the lessons by the expert teacher was analysed. This showed the attunements of the expert teacher to the affordances and constraints of the activity system. This conceptualization of the ‘dual nature’ of the expert teacher’s expertise contributes to a deep analysis of the unique and significant functions of the expert teacher in China.
mathematics, expert, teacher, expertise, PME
355-362
International Group for the Psychology of Mathematics Education
Ding, Liping
e04dabec-984e-4644-b838-16fba10454d2
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
3 July 2018
Ding, Liping
e04dabec-984e-4644-b838-16fba10454d2
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Ding, Liping and Jones, Keith
(2018)
Conceptualizing an expert teacher’s expertise in a lesson design study in Shanghai.
Bergqvist, Ewa, Österholm, Magnus, Granberg, Carina and Sumpter, Lovisa
(eds.)
In Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (PME42).
vol. 42,
International Group for the Psychology of Mathematics Education.
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
This paper proposes a conceptualization of an expert teacher’s expertise by coordinating a subject-based behaviour/cognitive analysis and a social-culturally situated analysis. Data from our Lesson Design Study in Shanghai, China, included lesson plans, transcripts of the video-recorded lessons, and transcripts of commentary on the lessons by the expert teacher was analysed. This showed the attunements of the expert teacher to the affordances and constraints of the activity system. This conceptualization of the ‘dual nature’ of the expert teacher’s expertise contributes to a deep analysis of the unique and significant functions of the expert teacher in China.
Text
Ding&Jones_expert_teacher_expertise_PME42_2018
- Accepted Manuscript
More information
Accepted/In Press date: 19 April 2018
Published date: 3 July 2018
Additional Information:
The copyright is held by the authors.
Venue - Dates:
42nd Conference of the International Group for the Psychology of Mathematics Education (PME42), Umeå University, Umeå, Sweden, 2018-07-03 - 2018-07-08
Keywords:
mathematics, expert, teacher, expertise, PME
Identifiers
Local EPrints ID: 422455
URI: http://eprints.soton.ac.uk/id/eprint/422455
ISSN: 0771-100X
PURE UUID: 71b460fb-c8d5-44b3-b22c-516ee3decd39
Catalogue record
Date deposited: 24 Jul 2018 16:30
Last modified: 15 Mar 2024 20:52
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Contributors
Author:
Liping Ding
Editor:
Ewa Bergqvist
Editor:
Magnus Österholm
Editor:
Carina Granberg
Editor:
Lovisa Sumpter
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