Chinese Elementary Teachers' Public Examination of Teaching and Opportunities for Their Learning to Teach in Teaching Research Groups

• In Event: 42.084 - Poster Session 8
  In Poster Session: 42.084-6 - Division K Section 8 Poster Session 2

Abstract

Teachers’ lesson-based discussions in professional practice community presumes central to their effective learning to teach in school contexts. Whether and to what extent such discussion offers useful opportunities for teachers to learn to teach is still a question with a careful empirical examination. This study examines such a question drawing on six mathematics lessons, relevant curriculum materials, and lesson-based discussions among Chinese teachers in in three elementary schools of the same urban school district in China. It found that their lesson-based discussions demonstrated a consistent focus on pedagogical content knowledge, offered specific and reasoned suggestions for teachers to refine their teaching practices but varied in extent in these focuses. The mandated curriculum and their working language mediated their lesson-based discussions.

Author

• Jian Wang, Texas Tech University