Teacher Professional Development

I dette prosjektet studerer vi hvordan profesjonsutvikling for lærere gjennomføres i Kina, og først og fremst i Shanghai. I PISA- og TIMSS-undersøkelsene har Shanghai skåret svært høyt og havnet langt foran andre deltakere. Det er derfor spesielt interessant å se på de særegenhetene ved profesjonsutviklingen som kjennetegner Shanghai spesielt og Kina generelt. Blant annet undersøker vi hvordan såkalte ekspertlærere jobber med skoler i distriktet sitt og hvordan det drives systematisk oppfølging og veiledning av nyutdannede lærere.Sentralt i dette arbeidet er lesson design studies og hvordan kinesiske lærere bruker variasjonsteori i undervisningen.
  • Ding, L., & Sikko, S. A. (2014). Enhancing a teacher's fundamental interaction with the textbook through a school-based mathematics teacher research group activity in Shanghai. Presentation at the International Conference on Mathematics Textbook Research and Development (ICMT2014). Southampton, UK.
  • Ding, L., Jones, K., Pepin, B., & Sikko, S. A. (2014). How a primary mathematics teacher in Shanghai improved her lessons on ' angle measurement'. In: Proceedings of the 8th British Congress of Mathematics Education (pp. 105–112). The British Society for Research into Learning Mathematics.
  • Ding, L., Jones, K., Pepin, B., & Sikko, S. A. (2014). An expert teacher's local instruction theory underlying a lesson design study through school-based professional development. In Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (vol. 2) (pp. 401–408). Vancouver, Canada: The International Group for the Psychology of Mathematics Education.
  • Ding, L., Jones, K., Mei, L., & Sikko, S. A. (2015). "Not to lose the chain in learning mathematics": Expert teaching with variation in Shanghai. In Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, Volume 2 (pp. 209–216). Hobart, Australia: The International Group for the Psychology of Mathematics Education
  • Ding, L., Jones, K., & Sikko, S. A. (2017). An expert teacher's use of teaching with variation to support a junior mathematics teacher's professional learning. In Teaching and learning mathematics through variation : Confucian heritage meets western theories (pp. 241–266). Sense Publishers.doi: 10.1007/978-94-6300-782-5_14
  • Ding, L., Jones, K., & Sikko, S. A. (2019). Interconnectedness and difference between action research and a lesson design study in Shanghai, China. Educational Action Research, 27(4), 595–612. doi: 10.1080/09650792.2019.1579745. Free e-prints (if still available): 50 free e-prints
  • Ding, L., & Jones, K. (2020). A comparative analysis of different models of mathematics teacher collaboration and learning. In H. Borko & D. Potari (Eds.), Teachers of Mathematics Working and Learning in Collaborative Groups, ICMI Study 25 Conference Proceedings (pp. 110–117). Lisbon, Portugal: ICMI and University of Lisbon.
  • Sikko, S. A., & Ding, L. (2020). Roles of facilitators and teachers in models of teacher professional learning. In H. Borko & D. Potari (Eds.), Teachers of Mathematics Working and Learning in Collaborative Groups, ICMI Study 25 Conference Proceedings (pp. 548–555). Lisbon, Portugal: ICMI and University of Lisbon.
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