Identities of Mathematics Teacher Educators in a "Hybrid" Mathematics and Mathematics Education Department

Prospective secondary mathematics teachers in Australia are typically taught by mathematics educators and mathematicians who work in different faculties and seldom collaborate--a situation that can lead to conflicting views about how to teach mathematics. This paper reports on findings from semi-str...

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Veröffentlicht in:	Mathematics Education Research Group of Australasia 2022
Hauptverfasser:	Marshman, Margaret, Bennison, Anne, Goos, Merrilyn
Format:	Report
Sprache:	eng
Schlagworte:	Departments Faculty Development Foreign Countries Interdisciplinary Approach Mathematics Mathematics Instruction Mathematics Teachers Preservice Teachers Professional Identity Program Descriptions Secondary School Teachers Teacher Attitudes Teacher Education Programs Teacher Educators
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Zusammenfassung:	Prospective secondary mathematics teachers in Australia are typically taught by mathematics educators and mathematicians who work in different faculties and seldom collaborate--a situation that can lead to conflicting views about how to teach mathematics. This paper reports on findings from semi-structured interviews with three mathematics teacher educators in a hybrid mathematics/mathematics education department. Valsiner's zone theory is used to analyse how their beliefs, institutional context and professional learning opportunities shape their identities as MTEs. Findings reveal that the MTEs had developed similar beliefs within supportive institutional context but drew on different sources of professional learning.