Learning to teach mathematics: navigating the landscape of teacher education

Hdl Handle:
http://hdl.handle.net/10034/596533
Title:
Learning to teach mathematics: navigating the landscape of teacher education
Authors:
Bamber, Sally
Abstract:
Metaphor provides a potentially powerful rhetorical device to help me to tell informed and persuasive stories about mathematics education. In this ethnographic study I consider key episodes that serve to exemplify the complex experience of Initial Teacher Education (ITE) students of secondary mathematics education. I use a narrative analysis to shine a spotlight on the experiences of six beginning teachers so that the metaphors in their stories expose the impact that separately situated sites of teacher education have upon their beliefs and behaviour as teachers. Tensions between school and university contributors to teacher education have been well documented over many decades, but recent policy changes in the nature of post-graduate ITE in England bring these issues to the fore. In this study, I consider the influences of school-based and university-based teacher educators upon the beliefs of student secondary mathematics teachers and interpret the students’ perceptions of these influences on their actions as novice teachers. My analysis is framed by a model of experience and education articulated by Dewey as well as a framework of representations of knowledge in a culture of education articulated by theorists concerned with the relevance of constructivism and situated cognition as theories of learning. In this study, disturbances and discontinuities relating to the location and culture of ITE, together with the development of ITE students’ professional knowledge are uncovered, warranting further research.
Citation:
Bamber, S. (2015). Learning to teach mathematics: Navigating the landscape of teacher education. (Doctoral dissertation). University of Chester, United Kingdom.
Publisher:
University of Chester
Publication Date:
Jul-2015
URI:
http://hdl.handle.net/10034/596533
Type:
Thesis or dissertation
Language:
en
Appears in Collections:
Theses

Full metadata record

DC FieldValue Language
dc.contributor.authorBamber, Sallyen
dc.date.accessioned2016-02-17T14:35:32Zen
dc.date.available2016-02-17T14:35:32Zen
dc.date.issued2015-07en
dc.identifier.citationBamber, S. (2015). Learning to teach mathematics: Navigating the landscape of teacher education. (Doctoral dissertation). University of Chester, United Kingdom.en
dc.identifier.urihttp://hdl.handle.net/10034/596533en
dc.description.abstractMetaphor provides a potentially powerful rhetorical device to help me to tell informed and persuasive stories about mathematics education. In this ethnographic study I consider key episodes that serve to exemplify the complex experience of Initial Teacher Education (ITE) students of secondary mathematics education. I use a narrative analysis to shine a spotlight on the experiences of six beginning teachers so that the metaphors in their stories expose the impact that separately situated sites of teacher education have upon their beliefs and behaviour as teachers. Tensions between school and university contributors to teacher education have been well documented over many decades, but recent policy changes in the nature of post-graduate ITE in England bring these issues to the fore. In this study, I consider the influences of school-based and university-based teacher educators upon the beliefs of student secondary mathematics teachers and interpret the students’ perceptions of these influences on their actions as novice teachers. My analysis is framed by a model of experience and education articulated by Dewey as well as a framework of representations of knowledge in a culture of education articulated by theorists concerned with the relevance of constructivism and situated cognition as theories of learning. In this study, disturbances and discontinuities relating to the location and culture of ITE, together with the development of ITE students’ professional knowledge are uncovered, warranting further research.en
dc.language.isoenen
dc.publisherUniversity of Chesteren
dc.subjectteacher educationen
dc.subjectmathematicsen
dc.subjectteachingen
dc.subjecteducationen
dc.titleLearning to teach mathematics: navigating the landscape of teacher educationen
dc.typeThesis or dissertationen
dc.rights.embargodate2016-01-31en
dc.type.qualificationnameEdDen
dc.type.qualificationlevelDoctoralen
dc.description.advisorAdams, Jeffen
dc.description.advisorWright, Anne-Marieen
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