Abstract
This chapter examines major practices of the professional development (PD) of mathematics teachers and relevant supporting infrastructures in Mainland China. The first section provides an overview of the teacher education system in China including teacher preparation, teacher licensure, ranking system, and continuing education. The second section focuses on the main practices of PD programs and their latest developments, which include apprenticeships, hierarchical teaching research, lesson studies and lesson contests, and master teacher development programs. Finally, the authors synthesize a model depicting the system of PD in Mainland China, and discuss what could be learned from Chinese practices.
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Huang, R., Ye, L., Prince, K. (2017). Professional Development of Secondary Mathematics Teachers in Mainland China. In: Kaur, B., Kwon, O., Leong, Y. (eds) Professional Development of Mathematics Teachers. Mathematics Education – An Asian Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-10-2598-3_2
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