Identities of Mathematics Teacher Educators in a " Hybrid " Mathematics and Mathematics Education Department

Margaret Marshman; Anne Bennison; Merrilyn Goos

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Identities of Mathematics Teacher Educators in a " Hybrid " Mathematics and Mathematics Education Department

Conference paper

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Identities of Mathematics Teacher Educators in a " Hybrid " Mathematics and Mathematics Education Department

Margaret Marshman, Anne Bennison and Merrilyn Goos

Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia, pp.378-385

Annual Conference of the Mathematics Education Research Group of Australasia (MERGA), 44th (Launceston, Australia, 03-Jul-2022–07-Jul-2022)

Mathematics Education Research Group of Australasia (MERGA)

2022

Appears in STEM in Education Research Collection

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Abstract

STEM in Education Research Collection

Prospective secondary mathematics teachers in Australia are typically taught by mathematics educators and mathematicians who work in different faculties and seldom collaborate—a situation that can lead to conflicting views about how to teach mathematics. This paper reports on findings from semi-structured interviews with three mathematics teacher educators in a hybrid mathematics/mathematics education department. Valsiner’s zone theory is used to analyse how their beliefs, institutional context and professional learning opportunities shape their identities as MTEs. Findings reveal that the MTEs had developed similar beliefs within supportive institutional context but drew on different sources of professional learning.

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Title: Identities of Mathematics Teacher Educators in a " Hybrid " Mathematics and Mathematics Education Department
Authors: Margaret Marshman (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
Anne Bennison (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
Merrilyn Goos (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
Publication details: Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia, pp.378-385
Conference details: Annual Conference of the Mathematics Education Research Group of Australasia (MERGA), 44th (Launceston, Australia, 03-Jul-2022–07-Jul-2022)
Publisher: Mathematics Education Research Group of Australasia (MERGA)
Date published: 2022
Copyright note: 2022 Mathematics Education Research Group of Australasia Inc. Reproduced here with the permission in accordance with the publisher's copyright policy.
Organisation Unit: School of Education and Tertiary Access; University of the Sunshine Coast, Queensland; STEM in Education Research Theme
Language: English
Record Identifier: 99669898702621
Output Type: Conference paper

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