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Dissonance and continuity in the mathematical education and training experiences of pre-service secondary mathematics teachers
University of Johannesburg, South Africa.
Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Praktiknära utbildningsforskning (PUF), Matematikdidaktisk forskning. Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa.ORCID-id: 0000-0002-6453-1623
Stockholm University, Sweden.
2018 (Engelska)Ingår i: African Journal of Research in Mathematics, Science and Technology Education, ISSN 1811-7295, Vol. 22, nr 2, s. 186-195Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The education and professional development of pre-service mathematics teachers occur across different contexts. Key contexts of mathematics learning and learning to teach are school, university undergraduate mathematics and mathematics teaching-related learning in teacher education courses. International literature suggests that each of these contexts legitimises different views of mathematics teaching and learning. For pre-service teachers traversing these contexts, moves between sites can be experienced in more continuous or more dissonant ways. The disjunctures associated with dissonant experiences lead to openings for value judgments related to the distinctions that are drawn, opening possibilities for a wider range of pedagogic decisions. In this paper, we explore, through interviews with four pre-service teachers in one post-graduate certificate of education (PGCE) course, perceptions of continuity and dissonance across sites related to mathematics and mathematics education, and teaching and learning. Our findings point largely to experiences of continuity between the high school and undergraduate contexts, with the PGCE course recognised as different from these contexts. 

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2018. Vol. 22, nr 2, s. 186-195
Nyckelord [en]
disjuncture, field experiences, pre-service mathematics teachers, university methods course
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Didaktik
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URN: urn:nbn:se:hj:diva-42697DOI: 10.1080/18117295.2018.1474843ISI: 000438630700005Scopus ID: 2-s2.0-85048759400Lokalt ID: HLKPUFISOAI: oai:DiVA.org:hj-42697DiVA, id: diva2:1281295
Tillgänglig från: 2019-01-22 Skapad: 2019-01-22 Senast uppdaterad: 2019-01-22Bibliografiskt granskad

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Venkat, Hamsa

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Totalt: 125 träffar
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