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.
|Title of host publication||The learning and development of mathematics teacher educators|
|Subtitle of host publication||International perspectives and challenges|
|Editors||Merrilyn Goos, Kim Berwick|
|Publisher||Springer International Publishing AG|
|Publication status||Accepted/In press - 30 Mar 2019|
- SoE Centre for Teaching Learning and Curriculum
- SoE Mathematics Education Research Network
- mathematics teacher educator
- prospective teacher
- second-person perspective
- empathic other
- reflecting cycle
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.