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Published Version (Advanced Access)CC BY V4.0, Open Access
Journal article
Exploring the identities of hybrid mathematics teacher educators
Journal of Mathematics Teacher Education, Vol.Advanced access
2025
Appears in UniSC Supported Open Access Outputs
Abstract
In many countries, pre-service secondary teacher education programs maintain strong disciplinary boundaries in their design and delivery. Future teachers of secondary school mathematics take courses on mathematics content in the university’s mathematics department and courses on mathematics pedagogy in the education department, with little or no connection being made between these two forms of knowledge by the people who teach the separate courses. In this paper, we are interested in the experiences of mathematics teacher educators (MTEs) who do make these connections, by crossing the boundary between their respective disciplinary communities. We call these people “hybrid” MTEs. The aim of this paper is to explore how boundary crossing enables identity formation of hybrid MTEs. Analysis of semi-structured interviews with three hybrid MTEs working in Australia and the Czech Republic allowed us to compare the identity trajectories and boundary practices enabling them to connect, merge, or move between the communities of mathematics and mathematics education. Our research contributes to advancing knowledge in the field of mathematics education identity research. In addition, we argue that teacher education programs need to give more attention to enabling and encouraging collaboration between the mathematicians and mathematics educators who prepare future teachers.
Details
- Title
- Exploring the identities of hybrid mathematics teacher educators
- Authors
- Margaret Marshman (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessMerrilyn Goos - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
- Publication details
- Journal of Mathematics Teacher Education, Vol.Advanced access
- Publisher
- Springer Dordrecht
- DOI
- 10.1007/s10857-025-09705-2
- ISSN
- 1573-1820; 1386-4416
- Copyright note
- This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
- Grant note
- Case study 1 was supported by the Enhancing the Training for Mathematics and Science Teachers Program. Case study 2 was supported by a School of Education, University of the Sunshine Coast seed grant. Case study 3 was supported by a School of Education and Tertiary Access, University of the Sunshine Coast seed grant.
- Organisation Unit
- School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 991131191102621
- Output Type
- Journal article
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