Working with awareness as Mathematics Teacher Educators: Experiences to issues to actions

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

Abstract

In this chapter, we reflect on our learning as university mathematics teacher educators (MTEs) from our different perspectives, expert through to novice. We elaborate on some of the principles behind the design of the teacher education course at the University of Bristol, illustrated through four stories. The course design makes explicit use of a reflecting cycle, from: describing experiences; to, identifying issues; to, committing to next actions. This cycle informs all of our teaching sessions at university and parallels how we learn as MTEs. One commonality, across our own learning and what we offer our prospective teachers, is the importance of an explicit metacommenting about awarenesses of mathematics and awarenesses of teaching mathematics. A further commonality is the importance of a “second person” perspective, or empathic “other” in the learning process. The prospective teachers are learning about mathematics and its teaching and we, as MTEs, are learning about them.
Original languageEnglish
Title of host publicationThe learning and development of mathematics teacher educators
Subtitle of host publicationInternational perspectives and challenges
EditorsMerrilyn Goos, Kim Berwick
PublisherSpringer International Publishing AG
Publication statusAccepted/In press - 30 Mar 2019

Structured keywords

  • SoE Centre for Teaching Learning and Curriculum
  • SoE Mathematics Education Research Network

Keywords

  • mathematics teacher educator
  • prospective teacher
  • awareness
  • enactivism
  • metacommenting
  • second-person perspective
  • empathic other
  • reflecting cycle

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  • Cite this

    Brown, J., Brown, L., Coles, A., & Helliwell, T. (Accepted/In press). Working with awareness as Mathematics Teacher Educators: Experiences to issues to actions. In M. Goos, & K. Berwick (Eds.), The learning and development of mathematics teacher educators: International perspectives and challenges Springer International Publishing AG.