How does Shanghai develop its teachers?

In this video Professor Fan introduces CPD in Shanghai.

In China, most mathematics teachers received their pre-service training in the departments of mathematics of universities, often called normal universities. The training focuses on both mathematics and pedagogy. Chinese teachers receive much more training in mathematics itself in their pre-service training, compared to many other countries, including western countries and also Asian countries such as Singapore. It is now possible for all universities graduates to enter teaching careers after they pass a newly established national teaching qualification test.

The in-service training programs in China are mainly provided by institutes of education at the province and city/district/county level. The professional development is mainly organised by Teaching Research Offices, within the governmental education bureaus at county, district, city, and provincial level. In each school, as for the case of other subjects, there is usually a mathematics Teaching Research Group (TRG), which is responsible for all mathematics teachers’ professional development in the school. TRG is a unique organisation in Chinese schools.

China has a well-established professional ranking and promotion system. The professional communities within Chinese schools not only foster new teachers’ development but also stimulate other in-service teachers’ professional development through various research approaches over time. Some school professional communities also involve educational researchers in research.

One such approach is Keli, similar to Japanese Lesson Study, both of which involve teachers’ collaboration on lesson planning, peer observation and post-lesson discussion. But Chinese Keli focuses more on experts’ input, revising lesson plans and carrying out new lessons subsequently. This paper describes Keli (Exemplary Lesson Development), as such a form of professional development.

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