What makes a master teacher? A study of thirty-one mathematics master teachers in Chinese mainland

This chapter presents a study investigating the reasons behind the success of mathematics master teachers in their acclaimed teaching career in the Chinese mainland. Data were collected from 31 mathematics master teachers in four provinces and three municipalities through questionnaires and interviews. The results revealed that the master teachers valued internal factors more than external ones in their professional growth. In particular, dedication to education, inner quality, and true professional care towards students appear to be three most important factors. In contrast, capability in dealing with interpersonal relationship was rated as less crucial by the master teachers. The chapter also documented those master teachers’ experiences, reflections, and suggestions concerning teachers’ professional development. Implications and interpretations of the findings are discusse