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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
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
0771-100X
2
355-362
IGPME
Ding, Liping
e04dabec-984e-4644-b838-16fba10454d2
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Bergqvist, Ewa
Österholm, Magnus
Granberg, Carina
Sumpter, Lovisa
Ding, Liping
e04dabec-984e-4644-b838-16fba10454d2
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Bergqvist, Ewa
Österholm, Magnus
Granberg, Carina
Sumpter, Lovisa

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, IGPME. pp. 355-362 .

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.

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Ding&Jones_expert_teacher_expertise_PME42_2018 - Accepted Manuscript
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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, Sweden, 2018-07-03 - 2018-07-08
Keywords: mathematics, expert, teacher, expertise, PME

Identifiers

Local EPrints ID: 422455
URI: https://eprints.soton.ac.uk/id/eprint/422455
ISSN: 0771-100X
PURE UUID: 71b460fb-c8d5-44b3-b22c-516ee3decd39
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 24 Jul 2018 16:30
Last modified: 14 Mar 2019 01:53

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Contributors

Author: Liping Ding
Author: Keith Jones ORCID iD
Editor: Ewa Bergqvist
Editor: Magnus Österholm
Editor: Carina Granberg
Editor: Lovisa Sumpter

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