Being a Mathematics Teacher Educator in China: Challenges and Strategic Responses

Association of Teacher Educators (2008). Standards for teacher educators. Retrieved from http://www.ate1.org/pubs/uploads/tchredstds0308.pdf Ball, D. L., Thames, M. H. & Phelps, G. (2008). Content knowledge for teaching what makes it special? Journal of Teacher Education, 59, 389–407. doi:10.1177/0022487108324554. Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A. & Tsai, Y.-M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47, 133–180. Borko, H., Peressini, D., Romagnano, L., Knuth, E., Willis-Yorker, C., Wooley, C. & Masarik, K. (2000). Teacher education does matter: A situative view of learning to teach secondary mathematics. Educational Psychologist, 35, 193–206. Boyd, P. & Harris, K. (2010). Becoming a university lecturer in teacher education: Expert school teachers reconstructing their pedagogy and identity. Professional Development in Education, 36(1–2), 9–24. Burns, R. B. (2000). Introduction to research methods (4th ed.). Frenchs forest, Australia: Pearson education Australia. Cai, J. & Nie, B. (2007). Problem solving in Chinese mathematics education: Research and practice. ZDM International Journal on Mathematics Education, 39, 459–475. Cai, J., Ding, M. & Wang, T. (2014). How do exemplary Chinese and U.S. mathematics teachers view instructional coherence? Educational Studies in Mathematics, 85(2), 265–280. Clarke, D. J., Keitel, C. & Shimizu, Y. (Eds.). (2006). Mathematics classrooms in twelve countries: The insider’s perspective. Rotterdam, The Netherlands: Sense Publishers. Cochran-Smith, M. (2003). Learning and unlearning: the education of teacher educators. Teaching and Teacher Education, 19, 5–28. doi:10.1016/S0742-051X(02)00091-4. Cohen, D. K., Raudenbush, S. W. & Ball, D. L. (2003). Resources, instruction, and research. Educational Evaluation and Policy Analysis, 25(2), 119–142. Darling-Hammond, L., & Cobb, V.L. (1995). Teacher preparation and professional development in APEC members: A comparative study. Retrieved from http://eric.ed.gov/?id=ED383683 Ducharme, M. & Ducharme, E. (1996). A study of teacher educators: Research from the USA. Journal of Education for Teaching, 22, 57–70. doi:10.1080/02607479650038427. Even, R. & Krainer, K. (2014). Education of mathematics teacher educators. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 202–204). Dordrecht, The Netherlands: Springer. Feuer, M. J., Floden, R. E., Chudowsky, N. & Ahn, J. (2013). Evaluation of teacher preparation programs: Purposes, methods, and policy options. Washington, DC: National Academy of Education. Gal, H. (2011). From another perspective—training teachers to cope with problematic learning situations in geometry. Educational Studies in Mathematics, 78, 183–203. Heine, S. J., Takata, T. & Lehman, D. R. (2000). Beyond self-presentation: evidence for self-criticism among Japanese. Personality and Social Psychology Bulletin, 26, 71–78. Jaworski, B. (1992). Mathematics teaching: what is it? For the Learning of Mathematics, 12(1), 8–14. Kang, X. (2012). Teacher educator: concept, identify and its role. Teacher Education Research, 24(1), 13–17 (in Chinese). Klassen, R. M., Usher, E. L. & Bong, M. (2010). Teachers’ collective efficacy, job satisfaction, and job stress in cross-cultural context. The Journal of Experimental Education, 78, 464–486. Korthagen, F., Loughran, J. & Lunenberg, M. (2005). Teaching teachers—studies into the expertise of teacher educators: an introduction to this theme issue. Teaching and Teacher Education, 21, 107–115. doi:10.1016/j.tate.2004.12.007. Koster, B., Brekelmans, M., Korthagen, F. & Wubbels, T. (2005). Quality requirements for teacher educators. Teaching and Teacher Education, 21, 157–176. doi:10.1016/j.tate.2004.12.004. Krainer, K. (1999). Promoting reflection and networking as an intervention strategy in professional development programs for mathematics teachers and mathematics teacher educators. In O. Zaslavsky (Ed.), Proceedings of the 23rd conference of the PME (Vol. 1, pp. 159–168). Haifa, Israel: Israel Institute of Technology. Lampert, M. (2001). Teaching problems and the problems of teaching. New Haven, CT: Yale University Press. Lanier, J. E. & Little, J. W. (1986). Research on teacher education. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 527–569). New York, NY: Macmillan. Lin, H.-L., Gorrell, J. & Taylor, J. (2002). Influence of culture and education on U.S. and Taiwan preservice teachers’ efficacy beliefs. The Journal of Educational Research, 96, 37–46. Murray, J. & Male, T. (2005). Becoming a teacher educator: evidence from the field. Teaching and Teacher Education, 21, 125–142. Novotná, J., Margolinas, C. & Sarrazy, B. (2013). Developing mathematics educators. In M. A. Clements, A. Bishop, C. Keitel, J. Kilpatrick & F. K. S. Leung (Eds.), Third international handbook of mathematics education (pp. 431–457). New York, NY: Springer. Organisation for Economic Co-operation and Development (2014). PISA 2012 Results: What students know and can do—student performance in mathematics, reading and science (Vol. 1). Paris, France: Author. doi:10.1787/9789264201118-en Onslow, B. & Gadanidis, G. (1997). Mirroring practice: Reflections of a teacher educator. Education Canada, 37(1), 24–31. Sztajn, P., Ball, D. L. & McMahon, T. A. (2006). Designing learning opportunities for mathematics teacher developers. In K. Lynch-Davis & R. L. Rider (Eds.), The work of mathematics teacher educators: Continuing the conversation (AMTE monograph 3) (pp. 149–162). San Diego, CA: Association of Mathematics Teacher Educators. Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R. & Reckase, M. (2012). Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam, The Netherlands: IEA. Trent, J. (2013). Becoming a teacher educator: The multiple boundary-crossing experiences of beginning teacher educators. Journal of Teacher Education, 64, 262–275. Troyer, M. B. (1986). A synthesis of research on the characteristics of teacher educators. Journal of Teacher Education, 37(5), 6–11. Tschannen-Moran, M. & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. Tzur, R. (2001). Becoming a mathematics teacher-educator: Conceptualizing the terrain through self-reflective analysis. Journal of Mathematics Teacher Education, 4, 259–283. Van Zoest, L. R., Moore, D. L. & Stockero, S. L. (2006). Transition to teacher educator: A collaborative effort. In K. Lynch-Davis & R. L. Rider (Eds.), The work of mathematics teacher educators: Continuing the conversation (AMTE monograph 3 (pp. 133–148). San Diego, CA: Association of Mathematics Teacher Educators. Wang, J. (2011). Analysis on the multiple roles of teacher educators: from the perspective of teacher educators’ professional development. Modern Educational Science, 23, 45–49 (in Chinese). Wang, J., Spalding, E., Odell, S. J., Klecka, C. L. & Lin, E. (2010). Bold ideas for improving teacher education and teaching: What we see, hear, and think. Journal of Teacher Education, 61, 3–15. Wu, Y. (2013). Summary of the research conference entitled prospect of mathematics education in China over the next decade. Mathematics teaching, 7, inside front cover –3, 24. (in Chinese) Zaslavsky, O. & Leikin, R. (1999). Interweaving the training of mathematics teacher-educators and the professional development of mathematics teachers. In O. Zaslavsky (Ed.), Proceedings of the 23rd conference of the PME (Vol. 1, pp. 143–158). Haifa, Israel: Israel Institute of Technology. Zaslavsky, O. & Leikin, R. (2004). Professional development of mathematics teacher educators: Growth through practice. Journal of Mathematics Teacher Education, 7, 5–32.