Conference paper
A zone theory analysis of identity formation in mathematics teacher educators
Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education, pp.1-10
Congress of the European Society for Research in Mathematics Education (CERME11), 11th (Utrecht, Netherlands, 06-Feb-2019 - 10-Feb-2019)
Freudenthal Group & Freudenthal Institute, Utrecht University and ERME
2019
Abstract
Researchers in mathematics teacher education are beginning to investigate the nature and development of mathematics teacher educator (MTE) expertise. Consistent with our sociocultural perspective on learning, we conceptualise mathematics teacher educator learning as participation in social practices that develop professional identities. In this study we used Valsiner’s zone theory to investigate identity formation in a pair of mathematics teacher educators – one a mathematician and the other a mathematics educator – who collaborated to develop new approaches to teacher education that integrate content and pedagogy. Analysis of interviews with the MTEs traced their identity trajectories from past to present to possible futures, highlighting their capacity for individual agency in changing their environment or seeking out professional learning opportunities.
Details
- Title
- A zone theory analysis of identity formation in mathematics teacher educators
- Authors
- Merrilyn Goos (Author) - University of LimerickAnne Bennison (Author) - University of the Sunshine Coast, Queensland, School of Education - Legacy
- Publication details
- Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education, pp.1-10
- Conference details
- Congress of the European Society for Research in Mathematics Education (CERME11), 11th (Utrecht, Netherlands, 06-Feb-2019 - 10-Feb-2019)
- Publisher
- Freudenthal Group & Freudenthal Institute, Utrecht University and ERME
- Organisation Unit
- University of the Sunshine Coast, Queensland; School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 99569207402621
- Output Type
- Conference paper
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