Improving teacher expertise through master teacher work stations: a case study Academic Article uri icon

abstract

  • Professional development is emphasized in China not only for junior teachers, but also for experienced teachers. In this study, we investigated a master teacher's work station that has been established at a provincial level for training experienced 'key' teachers across the whole province. Three types of data were collected to examine the focuses and approaches used in this master teacher's work station, teacher participants' learning experiences and feedback, and selected teachers' expertise improvement. The results show that the master teacher emphasized teachers' development of a deeper understanding of elementary mathematics content and its structure through intensive studies of a textbook series. His training led to very positive feedback from teacher participants regarding what they have learned, especially in elementary mathematics content and content connections as presented in the textbooks. The detailed analysis of two teachers' knowledge learning revealed dramatic changes in their thinking and instruction about specific content topics. Teacher expertise improvement through this master teacher's work station is then summarized and discussed. FIZ Karlsruhe 2011.

published proceedings

  • ZDM Mathematics Education

altmetric score

  • 0.5

author list (cited authors)

  • Li, Y., Tang, C., & Gong, Z.

citation count

  • 6

complete list of authors

  • Li, Yeping||Tang, Caibin||Gong, Zikun

publication date

  • November 2011