#10697. Analyzing a teacher’s learning through cross-cultural collaboration: a praxeological perspective of mathematical knowledge for teaching

October 2026publication date
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Education;
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Abstract:
Teacher collaborative learning is key in teacher professional development. Yet, how teachers learn in cross-cultural professional development settings remains largely unexplored. This paper examines the case of a Chinese mathematics teacher who learned through addressing various challenges when teaching in an English school in a China-UK exchange program.
Keywords:
Cross-cultural teacher collaboration; Mathematics knowledge for teaching; Praxeology; Teacher learning

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