ABSTRACT
In the past two decades educational reforms, both in the United States and abroad, have focused on the quality of teachers. Assisting and supporting novice teachers has been one of the topics of the reform. Mentoring novice teachers has gone through paradigm shifts from providing psychological support, technical support, and guidance to assisting new teachers in their instructional performance. In China, novice teachers usually learn to teach mathematics through mentored apprenticeship. Several studies (Pain, Fang, & Wilson, 2003; Wang, 2002; Wang & Paine, 2001, 2003; Wang, Strong, & Odell, 2004) explored how expert teachers modeled and coached novice teachers in China. Teacher induction based on apprenticeship is a popular practice in China.
