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...
Gespeichert in:
| Veröffentlicht in: | Mathematics Education Research Group of Australasia 2022 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Report |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext bestellen |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | |
|---|---|
| container_issue | |
| container_start_page | |
| container_title | Mathematics Education Research Group of Australasia |
| container_volume | |
| creator | Marshman, Margaret Bennison, Anne Goos, Merrilyn |
| description | 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. |
| format | Report |
| fullrecord | <record><control><sourceid>eric_GA5</sourceid><recordid>TN_cdi_eric_primary_ED623787</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>ED623787</ericid><sourcerecordid>ED623787</sourcerecordid><originalsourceid>FETCH-eric_primary_ED6237873</originalsourceid><addsrcrecordid>eNrjZMjyTEnNK8ksyUwtVshPU_BNLMlIzU0syUwuVghJTUzOSC1ScE0pTU4syS8qVsjMU0hUUPKoTCrKTFFCUZuYl4LCh-jJzM9TcEktSCwqyQVawsPAmpaYU5zKC6W5GWTcXEOcPXRTizKT4wuKMnMTiyrjXV3MjIzNLcyNCUgDAJdbPcs</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>report</recordtype></control><display><type>report</type><title>Identities of Mathematics Teacher Educators in a "Hybrid" Mathematics and Mathematics Education Department</title><source>ERIC - Full Text Only (Discovery)</source><creator>Marshman, Margaret ; Bennison, Anne ; Goos, Merrilyn</creator><creatorcontrib>Marshman, Margaret ; Bennison, Anne ; Goos, Merrilyn ; Mathematics Education Research Group of Australasia (MERGA)</creatorcontrib><description>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.</description><language>eng</language><publisher>Mathematics Education Research Group of Australasia</publisher><subject>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</subject><ispartof>Mathematics Education Research Group of Australasia, 2022</ispartof><tpages>8</tpages><format>8</format><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,687,776,881,4476</link.rule.ids><linktorsrc>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=ED623787$$EView_record_in_ERIC_Clearinghouse_on_Information_&_Technology$$FView_record_in_$$GERIC_Clearinghouse_on_Information_&_Technology$$Hfree_for_read</linktorsrc><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=ED623787$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Marshman, Margaret</creatorcontrib><creatorcontrib>Bennison, Anne</creatorcontrib><creatorcontrib>Goos, Merrilyn</creatorcontrib><creatorcontrib>Mathematics Education Research Group of Australasia (MERGA)</creatorcontrib><title>Identities of Mathematics Teacher Educators in a "Hybrid" Mathematics and Mathematics Education Department</title><title>Mathematics Education Research Group of Australasia</title><description>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.</description><subject>Departments</subject><subject>Faculty Development</subject><subject>Foreign Countries</subject><subject>Interdisciplinary Approach</subject><subject>Mathematics</subject><subject>Mathematics Instruction</subject><subject>Mathematics Teachers</subject><subject>Preservice Teachers</subject><subject>Professional Identity</subject><subject>Program Descriptions</subject><subject>Secondary School Teachers</subject><subject>Teacher Attitudes</subject><subject>Teacher Education Programs</subject><subject>Teacher Educators</subject><fulltext>true</fulltext><rsrctype>report</rsrctype><creationdate>2022</creationdate><recordtype>report</recordtype><sourceid>GA5</sourceid><recordid>eNrjZMjyTEnNK8ksyUwtVshPU_BNLMlIzU0syUwuVghJTUzOSC1ScE0pTU4syS8qVsjMU0hUUPKoTCrKTFFCUZuYl4LCh-jJzM9TcEktSCwqyQVawsPAmpaYU5zKC6W5GWTcXEOcPXRTizKT4wuKMnMTiyrjXV3MjIzNLcyNCUgDAJdbPcs</recordid><startdate>2022</startdate><enddate>2022</enddate><creator>Marshman, Margaret</creator><creator>Bennison, Anne</creator><creator>Goos, Merrilyn</creator><general>Mathematics Education Research Group of Australasia</general><scope>ERI</scope><scope>GA5</scope></search><sort><creationdate>2022</creationdate><title>Identities of Mathematics Teacher Educators in a "Hybrid" Mathematics and Mathematics Education Department</title><author>Marshman, Margaret ; Bennison, Anne ; Goos, Merrilyn</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-eric_primary_ED6237873</frbrgroupid><rsrctype>reports</rsrctype><prefilter>reports</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Departments</topic><topic>Faculty Development</topic><topic>Foreign Countries</topic><topic>Interdisciplinary Approach</topic><topic>Mathematics</topic><topic>Mathematics Instruction</topic><topic>Mathematics Teachers</topic><topic>Preservice Teachers</topic><topic>Professional Identity</topic><topic>Program Descriptions</topic><topic>Secondary School Teachers</topic><topic>Teacher Attitudes</topic><topic>Teacher Education Programs</topic><topic>Teacher Educators</topic><toplevel>online_resources</toplevel><creatorcontrib>Marshman, Margaret</creatorcontrib><creatorcontrib>Bennison, Anne</creatorcontrib><creatorcontrib>Goos, Merrilyn</creatorcontrib><creatorcontrib>Mathematics Education Research Group of Australasia (MERGA)</creatorcontrib><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext_linktorsrc</fulltext></delivery><addata><au>Marshman, Margaret</au><au>Bennison, Anne</au><au>Goos, Merrilyn</au><aucorp>Mathematics Education Research Group of Australasia (MERGA)</aucorp><format>book</format><genre>unknown</genre><ristype>RPRT</ristype><ericid>ED623787</ericid><atitle>Identities of Mathematics Teacher Educators in a "Hybrid" Mathematics and Mathematics Education Department</atitle><jtitle>Mathematics Education Research Group of Australasia</jtitle><date>2022</date><risdate>2022</risdate><abstract>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.</abstract><pub>Mathematics Education Research Group of Australasia</pub><tpages>8</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext_linktorsrc |
| identifier | |
| ispartof | Mathematics Education Research Group of Australasia, 2022 |
| issn | |
| language | eng |
| recordid | cdi_eric_primary_ED623787 |
| source | ERIC - Full Text Only (Discovery) |
| subjects | 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 |
| title | Identities of Mathematics Teacher Educators in a "Hybrid" Mathematics and Mathematics Education Department |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-01T20%3A15%3A36IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-eric_GA5&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=unknown&rft.atitle=Identities%20of%20Mathematics%20Teacher%20Educators%20in%20a%20%22Hybrid%22%20Mathematics%20and%20Mathematics%20Education%20Department&rft.jtitle=Mathematics%20Education%20Research%20Group%20of%20Australasia&rft.au=Marshman,%20Margaret&rft.aucorp=Mathematics%20Education%20Research%20Group%20of%20Australasia%20(MERGA)&rft.date=2022&rft_id=info:doi/&rft_dat=%3Ceric_GA5%3EED623787%3C/eric_GA5%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_id=info:pmid/&rft_ericid=ED623787&rfr_iscdi=true |