Mapping the territory: Using second-person interviewing techniques to narratively explore the lived experience of becoming a mathematics teacher educator

Alistair Bissell, Laurinda Brown*, Tracy Helliwell, Toby Rome

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter in a book

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 languageEnglish
Title of host publicationThe learning and development of mathematics teacher educators
Subtitle of host publicationInternational perspectives and challenges
EditorsMerrilyn Goos, Kim Beswick
PublisherSpringer
Publication statusAccepted/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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