Book chapter
Theoretical Perspectives on Learning and Development as a Mathematics Teacher Educator
International Handbook of Mathematics Teacher Education: Volume 4, 2nd Edition, pp.53-77
Koninklijke Brill NV, 2nd Edition
2020
Abstract
This chapter updates and extend my contribution to the first International Handbook on Mathematics Teacher Education. My first edition chapter discussed sociocultural perspectives on teaching mathematics and proposed a socioculturally oriented theoretical framework – drawing on Valsiner’s zone theory – for understanding the work of mathematics teacher educator-researchers. This chapter surveys and critiques current theoretical positions, both cognitive and sociocultural, used to research the learning and development of mathematics teacher educators. It then illustrates two sociocultural frameworks (zone theory; boundary practices) for researching the learning of mathematics teacher educators who were engaged in different initial teacher education projects, and consider what can be learned from these conceptualisations of learning and developing as a mathematics teacher educator.
Details
- Title
- Theoretical Perspectives on Learning and Development as a Mathematics Teacher Educator
- Authors
- Merrilyn Goos (Author) - University of Limerick
- Contributors
- Kim Beswick (Editor) - UNSW AustraliaOlive Chapman (Editor) - University of Calgary
- Publication details
- International Handbook of Mathematics Teacher Education: Volume 4, 2nd Edition, pp.53-77
- Publisher
- Koninklijke Brill NV
- Edition
- 2nd Edition
- DOI
- 10.1163/9789004424210_004; 10.1163/9789004424210
- ISBN
- 9789004424210
- Organisation Unit
- School of Education - Legacy; School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 99971187102621
- Output Type
- Book chapter
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