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- Publisher Website: 10.1108/IJLLS-12-2016-0056
- Scopus: eid_2-s2.0-85029829126
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Article: Perceived Professional Knowledge And Competence Of Mathematics Specialists And Its Development In China
Title | Perceived Professional Knowledge And Competence Of Mathematics Specialists And Its Development In China |
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Authors | |
Keywords | Chinese lesson study Mathematics teaching research specialists Professional development Professional knowledge and competence Teaching research activity |
Issue Date | 2017 |
Publisher | Emerald 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? |
Abstract | The 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 Identifier | http://hdl.handle.net/10722/260615 |
ISSN | 2023 Impact Factor: 1.0 2023 SCImago Journal Rankings: 0.362 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Huang, R | - |
dc.contributor.author | Zhang, J | - |
dc.contributor.author | Mok, IAC | - |
dc.contributor.author | Zhao, W | - |
dc.contributor.author | Zhou, Y | - |
dc.contributor.author | Wu, Z | - |
dc.date.accessioned | 2018-09-14T08:44:32Z | - |
dc.date.available | 2018-09-14T08:44:32Z | - |
dc.date.issued | 2017 | - |
dc.identifier.citation | International Journal for Lesson and Learning Studies, 2017, v. 6 n. 4, p. 321-335 | - |
dc.identifier.issn | 2046-8253 | - |
dc.identifier.uri | http://hdl.handle.net/10722/260615 | - |
dc.description.abstract | The 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.language | eng | - |
dc.publisher | Emerald Group Publishing Ltd. The Journal's web site is located at http://www.emeraldinsight.com/loi/ijlls | - |
dc.relation.ispartof | International Journal for Lesson and Learning Studies | - |
dc.subject | Chinese lesson study | - |
dc.subject | Mathematics teaching research specialists | - |
dc.subject | Professional development | - |
dc.subject | Professional knowledge and competence | - |
dc.subject | Teaching research activity | - |
dc.title | Perceived Professional Knowledge And Competence Of Mathematics Specialists And Its Development In China | - |
dc.type | Article | - |
dc.identifier.email | Mok, IAC: iacmok@hku.hk | - |
dc.identifier.authority | Mok, IAC=rp00939 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1108/IJLLS-12-2016-0056 | - |
dc.identifier.scopus | eid_2-s2.0-85029829126 | - |
dc.identifier.hkuros | 291466 | - |
dc.identifier.volume | 6 | - |
dc.identifier.issue | 4 | - |
dc.identifier.spage | 321 | - |
dc.identifier.epage | 335 | - |
dc.identifier.isi | WOS:000411837800005 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 2046-8253 | - |