Enacting multiple positionings in becoming a mathematics teacher educator

Andreas Ebbelind, Tracy Helliwell

Research output: Chapter in Book/Report/Conference proceedingConference Contribution (Conference Proceeding)

Abstract

This paper initiates a longitudinal study that explores the growth and development of mathematics teacher educators (MTEs), particularly those transitioning from mathematics teacher to university-based MTE. While existing research often employs self-based methodologies, this study adopts positioning theory as an alternative approach, examining Mikaela, a lower primary school teacher transitioning to a university-based MTE in Sweden. The paper contributes to the broader understanding of growth and development, offering insights into the challenges and strategies involved in transitioning from mathematics teacher to MTE. The study marks the beginning of a more extensive exploration of this transition process, emphasising the need for a nuanced conceptualisations of MTE learning and expertise.
Original languageEnglish
Title of host publicationProceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education
PublisherPME
Number of pages8
Publication statusAccepted/In press - 26 Mar 2024
Event47th Conference of the International Group for the Psychology of Mathematics Education - Massey University Auckland Campus, Auckland, New Zealand
Duration: 17 Jul 202421 Jul 2024
https://events.massey.ac.nz/pme-47-conference/

Conference

Conference47th Conference of the International Group for the Psychology of Mathematics Education
Abbreviated titlePME 47
Country/TerritoryNew Zealand
CityAuckland
Period17/07/2421/07/24
Internet address

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