Advancing our understanding of initial teacher education through research

Jennifer Way; Michael Cavanagh; Fiona Ell; Sharyn Livy; Heather McMaster

doi:10.1007/978-981-15-4269-5_5

Advancing our understanding of initial teacher education through research

Jennifer Way^*, Michael Cavanagh, Fiona Ell, Sharyn Livy, Heather McMaster

^*Corresponding author for this work

Macquarie School of Education

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

The purpose of this chapter is to explore the influences on, and tensions within, initial teacher education in mathematics, and to identify the research outcomes that might advance our understanding of learning and practices in this context. We have used a socio-spatial approach to organise our review into the three ‘spaces’ of policy, teacher educators and pre-service teachers, and to reveal tensions that exist between these spaces. Our analysis of the research highlighted the multiple roles of teacher educators—as researchers, teachers, collaborators and curriculum designers—as they mediate the tensions that occur between the spaces.

Original language	English
Title of host publication	Research in mathematics education in Australasia 2016-2019
Editors	Jennifer Way, Catherine Attard, Judy Anderson, Janette Bobis, Heather McMaster, Katherin Cartwright
Place of Publication	Singapore
Publisher	Springer, Springer Nature
Chapter	5
Pages	91-117
Number of pages	26
ISBN (Electronic)	9789811542695
ISBN (Print)	9789811542688
DOIs	https://doi.org/10.1007/978-981-15-4269-5_5
Publication status	Published - 2020

Keywords

initial teacher education
teacher educators
pre-service teachers

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10.1007/978-981-15-4269-5_5

Cite this

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Advancing our understanding of initial teacher education through research. / Way, Jennifer; Cavanagh, Michael; Ell, Fiona et al.
Research in mathematics education in Australasia 2016-2019. ed. / Jennifer Way; Catherine Attard; Judy Anderson; Janette Bobis; Heather McMaster; Katherin Cartwright. Singapore: Springer, Springer Nature, 2020. p. 91-117.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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AU - Cavanagh, Michael

AU - Ell, Fiona

AU - Livy, Sharyn

AU - McMaster, Heather

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AB - The purpose of this chapter is to explore the influences on, and tensions within, initial teacher education in mathematics, and to identify the research outcomes that might advance our understanding of learning and practices in this context. We have used a socio-spatial approach to organise our review into the three ‘spaces’ of policy, teacher educators and pre-service teachers, and to reveal tensions that exist between these spaces. Our analysis of the research highlighted the multiple roles of teacher educators—as researchers, teachers, collaborators and curriculum designers—as they mediate the tensions that occur between the spaces.

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KW - teacher educators

KW - pre-service teachers

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DO - 10.1007/978-981-15-4269-5_5

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BT - Research in mathematics education in Australasia 2016-2019

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A2 - Cartwright, Katherin

PB - Springer, Springer Nature

CY - Singapore

ER -

Advancing our understanding of initial teacher education through research

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Keywords

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