Abstract
This paper presents the findings of a study that examined the preparation and teaching practice of ten teachers of grades 7-12 from the Shandong province in China. This study revealed that a multi-dimensional training system has been developed to help the teachers gradually build up their knowledge base for teaching. The findings of this study indicated that the prospective teacher education emphasized a deep understanding of advanced mathematics, while the teacher professional development provided meaningful and effective ongoing activities for the enhancement of teaching skills. The teacher pro- fessional development appears to be an essential supplement to the prospective teacher education for improving teachers' performance and developing teaching expertise.
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