Salient moments: The potential for using multiple perspectives in mathematics teacher educator learning

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Abstract

What might be involved in making the change from teacher to teacher educator? While transcribing the reflective discussion of a group of secondary school mathematics teachers, I was struck by a number of occasions where, as I listened, something stirred in me. I use the Discipline of Noticing to frame the process of identifying particular salient moments from the teacher discussion. These initial noticings form one of a series of multiple perspectives that assist me in learning what it might mean to be a mathematics teacher educator and to bring to conviction future ways of being. One aim of this paper is to further develop thinking within the domain of mathematics teacher educator learning as well as to develop my own personal learning.
Original languageEnglish
Title of host publicationProceedings of the British Society for Research into Learning Mathematics
EditorsFiona Curtis
Place of Publicationbsrlm.org.uk
PublisherBSRLM
Pages1-6
Number of pages6
Volume37
Edition1
Publication statusPublished - 2017

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