TABLE 3.

Studies on the characteristics of expert teachers in the Chinese context.

Researcher	Components
Ye (1998)	Knowledge structure, teaching capacity, professional ideas
Lian (2004)	Teaching strategy, personality, motivation, occupational psychology
Li and Huang (2004)	Professional knowledge, problem-solving skills, ways of thinking, beliefs, motivations
Wang (2011)	Understanding of concepts, flexible responses to situations, learning preferences, meta-cognition
Li and Kaiser (2011)	Having sound subject content knowledge of teaching topics, appropriately identifying and dealing with difficult content points in students’ learning, emphasizing the development of students’ mathematical thinking and ability, using mathematics problem-solving and posing to develop effective classroom instruction, emphasizing and practicing student-centered instruction, motivating students
Yang (2013)	Broad and profound knowledge base, teaching with flexibility, teaching with coherence, teaching with balance, teaching with the aim of promoting students’ higher-order thinking skills, contemporary–constructivist-oriented beliefs, consistent relationship between beliefs and practices, reflection on teaching