ANALYSING TEACHERS’ EXPERTISE, RESOURCES AND COLLECTIVE WORK THROUGHOUT CHINESE AND FRENCH WINDOWS

The working culture in Mainland China has been described as collective (Yang, 2010). Learning community is claimed not only in students` learning but also in teacher professional development. As a main and key form of teacher professional learning community, Teaching Research Group (TRG) is considered as a basic non-administrative organization (Hu & Wang, 2014), which combines teaching, scientific research and daily management into an integral whole, started since 1957. In February 2014, an interview with three Chinese mathematic teachers was conducted for a preliminary study of the author`s PhD thesis aiming to compare Mathematics Teachers’ Documentation Work (Gueudet, Pepin & Trouche, 2012) in China and France, focusing on Teaching Resources of Advanced Teachers. This presentation will focus on teacher`s teaching research group based on not only the interview data, but also some academic and official documents as references.