WEBVTT

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In China, most mathematics teachers

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received their pre-service training in

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the Department of Mathematics of

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universities. Often is called normal

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universities. The training in China

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focuses both on mathematics and pedagogy.

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In compared to many other countries,

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including Western countries but also

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some Asian countries even like Singapore,

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Chinese mathematics teachers receive

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much more training in mathematics

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itself in the pre-service training. I

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mean it should be said that recently all

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university graduates in China can

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enter the teaching profession after they

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pass a newly established teaching

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qualification test, that is at the national level.

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About in-service teachers' training

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or CPD, researchers generally agree that

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China has develop a coherent and

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institutionalized in-service training

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for teachers or professional development

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systems, in which peer collaboration and

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interaction play a crucial role in

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developing in-service teachers expertise

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and competence. More specifically,

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mathematic teachers in China are

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involved in various programs, such as

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in-service training programs specially

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designed for them, and school-based

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mentoring programs, and school-based

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teaching research activities and also

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public lesson development. The

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in-service training programs in China

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are mainly provided by institutes of

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education

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at the province or city levels, and the

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professional development is mainly

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organized by teaching research

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offices within the governmental education

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bureaus at county, district, city and

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provincial levels, but not at the national

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level. And teaching research offices is

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a very unique Chinese system. Those

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institutions or offices are responsible

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for guiding teaching research activities,

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overseeing teaching quality in schools

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on behalf of the education bureaus or the

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government. And it also provides

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consultation and teacher professional

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development programs, and promoting high

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quality classroom teaching. In each

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school, as for the case of other subjects,

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there is usually a mathematics teaching

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research group which is responsible for

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all mathematics teachers professional

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development in that schools in China.

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Teaching research group is also a unique

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organization in Chinese schools, in a

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sense the mathematics teaching research

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group is equivalent to the Department of

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Mathematics in many other countries, but

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the teaching research group in China

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focuses more on research on classroom

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teaching and professional development. It

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should also be noted that China has

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established a professional ranking in

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promoting systems since the mid 1980s.

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The ranking and promotion system

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provides teachers like university

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academics and teaching staffs with

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professional titles. So the titles

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include Senior Teacher, Intermediate

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Grade Teacher and Junior Grade Teacher.

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Earlier than that, the title Master

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Teachers was awarded. And more recently

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Full Senior Grade Teachers have also

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been used as a title in some regions in

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China. Full Senior Graded Teachers is

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equivalent to the professors in the

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universities, so this is a great honor.

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And this professional development

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system not only specifies components of

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teachers professional expertise and other

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related requirements for different grades of

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teachers, but also it provides teachers

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with professional recognition and

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incentives and a culturally support

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mechanism for teachers to seek a

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professional development at

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different levels. For example, from school

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levels to district levels, to county

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level, to city level, to provincial

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level and to national level. So

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it's quite systematic. And it is also

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worth noting that professional

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communities with Chinese schools not

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only foster new teachers development, but

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also stimulate other in-service teachers’

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professional development through various

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research approaches over time. Some

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professional communities from various

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schools also involve educational

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researchers doing action research

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collaboratively with teachers. One such

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approach recently well-known is

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through Ke-li, or lesson examples, or

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exemplary lesson

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development somehow like Japanese

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lesson studies, which we will mention

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later. According to Huang and Bao, two

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well-known researchers in math education

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in China, Chinese mathematics teachers

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collaboration are similar to Japanese

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lesson studies, in that both involve

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teachers collaboration on lesson

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planning, peer observation and post

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lesson discussion.