Teachers’ Collective Work Inside and Outside School as an Essential Source of Mathematics Teachers’ Documentation Work: Experiences from Japan and China
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30 novembre 2019
- handle: 10670/1.gvemh1
- isbn: 978-3-030-20392-4
- hal: hal-02391357
- doi: 10.1007/978-3-030-20393-1_7
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info:eu-repo/semantics/altIdentifier/doi/10.1007/978-3-030-20393-1_7
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Takeshi Miyakawa et al., « Teachers’ Collective Work Inside and Outside School as an Essential Source of Mathematics Teachers’ Documentation Work: Experiences from Japan and China », HAL-SHS : sciences de l'éducation, ID : 10.1007/978-3-030-20393-1_7
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Résumé
This chapter aims to report the results of a comparative study of teachers’ documentation work in China and Japan, as well as to share some East Asian experiences that are less accessible to Western researchers. The Chinese case is gathered from teachers’ collective work carried out inside school, and the Japanese case is taken from the group activities of a local mathematics teachers’ association outside school. We analyze in each case teachers’ documentation work as well as resources associated with such work. The comparison of the results of the analyses elucidates the commonalities between the two cases, such as the importance of textbook as a resource and the practice-based and research-oriented professional development, albeit the differences of contexts and institutional frameworks inside and outside school. We lastly discuss the perspectives for future research on the teachers’ collective work with resources.