Mathematics teacher and mathematics teacher educator change: insight through theoretical perspectives - part 1

LC Brown, AT Coles, M Goos, V Geiger, D Reid, V Zack

Research output: Contribution to journalArticle (Academic Journal)peer-review

Abstract

From the Call for Papers for the SI: We aim, in this issue, to explore a range of theoretical perspectives that focus on creating opportunities for teachers to change themselves to promote learning of mathematics, rather than documenting studies where there is an agenda of changing teachers against what is commonly called a reform agenda. In line with Mason’s (1994) position “I cannot change others, but I can work at changing myself” (p. 177), papers should also include critical reflective accounts of the learning/development/change or ‘developing identities’ (Lerman, 2001) of the researchers themselves. How have they changed from engaging in working with teachers using that theoretical perspective? We seek to illuminate the links between how what is done in such projects links to what researchers and teachers think and believe.
Translated title of the contributionMathematics teacher and mathematics teacher educator change: insight through theoretical perspectives - part 1
Original languageEnglish
JournalJournal of Mathematics Teacher Education
Volume13.5
Publication statusPublished - 2010

Bibliographical note

Other: Laurinda Brown, guest editor: The call for papers led to 42 proposals

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