Troubling Teacher Identity: Preparing Mathematics Teachers to Teach for Diversity

Autor/in	de Freitas, Elizabeth
Titel	Troubling Teacher Identity: Preparing Mathematics Teachers to Teach for Diversity
Quelle	In: Teaching Education, 19 (2008) 1, S.43-55 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
Schlagwörter	Social Justice; Methods Courses; Teacher Education Curriculum; Mathematics Education; Research Projects; Action Research; Discourse Analysis; Mathematics Teachers; Preservice Teacher Education; Teacher Attitudes; Higher Education; United Kingdom; United States + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Methodisch-didaktische Anleitung; Mathematische Bildung; Forschungsvorhaben; Projektforschung; Diskursanalyse; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Lehrerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Großbritannien; USA
Abstract	This paper reports on an action research project designed to explore the complexities of pre-service mathematics teacher resistance to social justice issues. Research on equity and mathematics education has indicated that such resistance seems particularly strong for mathematics teachers. Twelve pre-service mathematics teachers participated in a course-based research project to explore this issue. Participants completed a classroom discourse analysis and a self-study narrative as part of their secondary mathematics methods course. The findings suggest that attention to issues of identity construction within school mathematics can be successfully embedded in methods courses in order to better prepare mathematics teachers to teach for diversity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10