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Article: Perceived Professional Knowledge And Competence Of Mathematics Specialists And Its Development In China

TitlePerceived Professional Knowledge And Competence Of Mathematics Specialists And Its Development In China
Authors
KeywordsChinese lesson study
Mathematics teaching research specialists
Professional development
Professional knowledge and competence
Teaching research activity
Issue Date2017
PublisherEmerald Group Publishing Ltd. The Journal's web site is located at http://www.emeraldinsight.com/loi/ijlls
Citation
International Journal for Lesson and Learning Studies, 2017, v. 6 n. 4, p. 321-335 How to Cite?
AbstractThe purpose of this paper is to explore what professional knowledge and competence (PKC) that knowledgeable others, namely, mathematics teaching research specialists (MTRS) in China, need to know, and how they may develop their PKC. Design/methodology/approach This study adopts mixed methods. A survey on PKC with 549 MTRS is utilized to examine MTRS’ perceived held and ideal PKC and perceived effective ways of developing their PKC. The responses to the open-ended questions on the survey were used to identify additional dimensions of PKC and ways of developing PKC. Multiple techniques of quantitative data analysis were employed to feature the characteristics of PKC and structure of the survey, and the relationship between background variables and perception of PKC. Collectively, this study paints a rich and comprehensive picture about Chinese knowledgeable others’ knowledge and competence, and its development. Findings The data analysis reveals that the participants appreciated the six-dimension model of MTRS’ PKC. They were confident with their PKC in general, but varied in different aspects. The factor analysis showed the six-dimension model could be further clustered into two components: knowledge about mathematics teaching and learning and competence in mentoring and educational leadership, and knowledge about content, assessing student learning, and use of technology. The participants perceived their learning through multiple ways including: learning through reading, attending specific training programs, attending and mentoring teaching research activities both school-based and across regions, observing and debriefing lessons, sharing within online learning communities. All these venues jointly contribute to developing MTRS’ PKC. Originality/value This is the first empirical study on MTRS’ PKC and its development in China based on such a large sample. The findings of this study not only contribute to an understanding of knowledgeable others in Chinese lesson study and providing suggestions for support of their development, but also provide implications for studies of practice-based mathematics teacher-educators globally.
Persistent Identifierhttp://hdl.handle.net/10722/260615
ISSN
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorHuang, R-
dc.contributor.authorZhang, J-
dc.contributor.authorMok, IAC-
dc.contributor.authorZhao, W-
dc.contributor.authorZhou, Y-
dc.contributor.authorWu, Z-
dc.date.accessioned2018-09-14T08:44:32Z-
dc.date.available2018-09-14T08:44:32Z-
dc.date.issued2017-
dc.identifier.citationInternational Journal for Lesson and Learning Studies, 2017, v. 6 n. 4, p. 321-335-
dc.identifier.issn2046-8253-
dc.identifier.urihttp://hdl.handle.net/10722/260615-
dc.description.abstractThe purpose of this paper is to explore what professional knowledge and competence (PKC) that knowledgeable others, namely, mathematics teaching research specialists (MTRS) in China, need to know, and how they may develop their PKC. Design/methodology/approach This study adopts mixed methods. A survey on PKC with 549 MTRS is utilized to examine MTRS’ perceived held and ideal PKC and perceived effective ways of developing their PKC. The responses to the open-ended questions on the survey were used to identify additional dimensions of PKC and ways of developing PKC. Multiple techniques of quantitative data analysis were employed to feature the characteristics of PKC and structure of the survey, and the relationship between background variables and perception of PKC. Collectively, this study paints a rich and comprehensive picture about Chinese knowledgeable others’ knowledge and competence, and its development. Findings The data analysis reveals that the participants appreciated the six-dimension model of MTRS’ PKC. They were confident with their PKC in general, but varied in different aspects. The factor analysis showed the six-dimension model could be further clustered into two components: knowledge about mathematics teaching and learning and competence in mentoring and educational leadership, and knowledge about content, assessing student learning, and use of technology. The participants perceived their learning through multiple ways including: learning through reading, attending specific training programs, attending and mentoring teaching research activities both school-based and across regions, observing and debriefing lessons, sharing within online learning communities. All these venues jointly contribute to developing MTRS’ PKC. Originality/value This is the first empirical study on MTRS’ PKC and its development in China based on such a large sample. The findings of this study not only contribute to an understanding of knowledgeable others in Chinese lesson study and providing suggestions for support of their development, but also provide implications for studies of practice-based mathematics teacher-educators globally.-
dc.languageeng-
dc.publisherEmerald Group Publishing Ltd. The Journal's web site is located at http://www.emeraldinsight.com/loi/ijlls-
dc.relation.ispartofInternational Journal for Lesson and Learning Studies-
dc.subjectChinese lesson study-
dc.subjectMathematics teaching research specialists-
dc.subjectProfessional development-
dc.subjectProfessional knowledge and competence-
dc.subjectTeaching research activity-
dc.titlePerceived Professional Knowledge And Competence Of Mathematics Specialists And Its Development In China-
dc.typeArticle-
dc.identifier.emailMok, IAC: iacmok@hku.hk-
dc.identifier.authorityMok, IAC=rp00939-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1108/IJLLS-12-2016-0056-
dc.identifier.scopuseid_2-s2.0-85029829126-
dc.identifier.hkuros291466-
dc.identifier.volume6-
dc.identifier.issue4-
dc.identifier.spage321-
dc.identifier.epage335-
dc.identifier.isiWOS:000411837800005-
dc.publisher.placeUnited Kingdom-

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