38 人物專訪 • EXCLUSIVE INTERVIEW 澳大新語 • 2025 UMAGAZINE 32 recognised monograph, available in both Chinese and English. The Chinese edition, A Study on the Development of Teachers’ Pedagogical Knowledge, has been cited over 1,800 times by scholars in the Chinese mainland since its publication in 2003, becoming a classic work in educational literature. The English edition, Investigating the Pedagogy of Mathematics: How Do Teachers Develop Their Knowledge?, has achieved global recognition as a key resource for understanding teacher professional development. It provides educators, teacher trainers, school administrators, researchers, and policymakers with both a theoretical framework and practical insights. Defining Textbook Research as an Academic Discipline In addition to his groundbreaking work on teachers’ pedagogical knowledge, Prof Fan has made significant contributions to ‘textbook research’ by defining it as an academic discipline and reshaping the way it is studied. In the 1990s, he observed that international research on textbooks was still in its early stages. Most studies at the time focused narrowly on textbook analysis, primarily examining how knowledge was structured and organised, while overlooking broader contextual factors. Recognising this limitation, Prof Fan proposed a more comprehensive approach to textbook research. He argued that it should expand beyond the analysis built and expanded their pedagogical knowledge over time. Later, during his time at Nanyang Technological University, he broadened the scope of his research to include secondary school teachers in Singapore. By systematically tracking and comparing teachers’ experiences across contexts, Prof Fan reached a groundbreaking conclusion: among the various means by which teachers develop pedagogical knowledge, their teaching experience and reflection hold the most significant influence, far surpassing pre-service training or reading professional journals. This finding challenged long-held assumptions about the pathways to teacher professional development. Rather than relying solely on textbooks or standardised training programmes, Prof Fan found that reflective teaching practices allow teachers to develop strategies tailored to their unique classroom environments. He explains, ‘For example, when students struggle to understand a concept, simply applying standard methods often won’t solve the issue. However, by systematically reflecting on the relationship between instructional design and student responses, teachers can create new pedagogical knowledge.’ According to Prof Fan, this process of generating knowledge through reflective practice is essential for teacher professional development. Prof Fan’s findings were first published in an international journal and later expanded into a widely 范良火教授主編出版多部專著 Prof Fan is the author and editor of numerous academic publications
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