Abstract
The first transition to developing as a university mathematics teacher educa-tor, from being a mathematics teacher in school, is often to work locally or na-tionally with cross-school groups of teachers on curriculum development or for professional development, sometimes also observing the teaching of others. This chapter, through in-depth interviews using an extension of Petitmengin’s second-person interview protocol, tells the narrative of Alistair, one mathematics teach-er’s learning in becoming a mathematics teacher educator (MTE) as he leaves the classroom to work in professional development with groups of practising teachers. Two other MTEs, Tracy and Toby, use straplines, identified by Alistair, to tell their own stories of transition without interviews. There are differences between being a mathematics teacher and an MTE particularly in setting up the culture of working on mathematics and in what the individual teacher/teacher educator is listening for.
Original language | English |
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Title of host publication | The learning and development of mathematics teacher educators |
Subtitle of host publication | International perspectives and challenges |
Editors | Merrilyn Goos, Kim Beswick |
Publisher | Springer |
Publication status | Accepted/In press - 6 Apr 2019 |
Structured keywords
- SoE Mathematics Education Research Network
Keywords
- Developing expertise
- Narrative
- Phenomenology
- Enactivism
- Second-person interviewing
- Mathematics teacher educator
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Profiles
-
Mrs Tracy Helliwell
- Educational Futures Network
- Centre for Teaching, Learning and Curriculum
- School of Education - Senior Lecturer
- Bristol Doctoral College
- Mathematics Education Research Network (MERN)
Person: Member, Academic , Member, Doctor of Philosophy