The Teacher Development Continuum in the United States and China Summary of a Workshop (2010) / Chapter Skim
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3 Teacher Preparation and the Roles of Master Teachers in China
3 Teacher Preparation and the Roles of Master Teachers in China
Pages 19-24
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From page 19... ...
Many prospective elementary school teachers have attended normal colleges that admit middle school graduates for 5-year teacher preparation programs or high school graduates for 3-year programs. In addition, normal or comprehensive universities offer 4-year
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From page 20... ...
Prospective teachers engage in practice teaching during their preparation. Then, once they begin working, apprentice teachers are supervised by mentors appointed by the school and they prepare lessons with their mentors, according to Hua Huang, a teaching researcher at the Shanghai Municipal Education Commission.
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From page 21... ...
Superrank teachers "represent the honor and professional expertise of the recipient," mentioned Huang. "They are models for other teachers, expert in teaching, and have great reputations and accomplishments in mathematics education." According to Jianxin Qi, director of the Suzhou Research Institute for Education Science, a superrank teacher must have "a distinctive personal style in classroom teaching." In their instruction, they must exemplify "practicality, innovation, flexibility, and teaching as an art." Superrank teachers are expected to develop their own ideas about teaching materials, classroom teaching, and teaching strategies.
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From page 22... ...
In the past, most superrank teachers did not reach that level until they were in their 40s or 50s, according to Shiqi Li from East China Normal University. More recently, some teachers have been reaching these levels in their 30s.
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From page 23... ...
There were 28 mathematics teachers who were made full professor or superrank teachers in Jiangsu Province in 2006, according to Jiansheng Bao of East China Normal University. These teachers were responsible for: • demonstrating a deep theoretical and content knowledge about their teaching area, • demonstrating strong teaching abilities and rich experience in their teaching, • demonstrating abilities to reform teaching methods creatively and lead local teaching and research activities, • knowing newly developed ideas in teaching around the world and demonstrating highly creative teaching ideas and research abilities, • demonstrating abilities to use modern information technologies in their classroom, and • demonstrating high-level professional and moral responsibilities.
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From page 24... ...
In Shanghai, levels in the professional development hierarchy are known as city-level and district-level teaching researchers. The individuals in these positions might play the role of a coach to teachers, demonstrate exemplary practices, do research on teaching, and conduct open lessons.
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