Identities of Mathematics Teacher Educators in a "Hybrid" Mathematics and Mathematics Education Department [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (44th, Launceston, Tasmania, Australia, Jul 3-7, 2022).

Autor/inn/en	Marshman, Margaret; Bennison, Anne; Goos, Merrilyn
Institution	Mathematics Education Research Group of Australasia (MERGA)
Titel	Identities of Mathematics Teacher Educators in a "Hybrid" Mathematics and Mathematics Education Department [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (44th, Launceston, Tasmania, Australia, Jul 3-7, 2022).
Quelle	(2022), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Mathematics Teachers; Teacher Education Programs; Teacher Educators; Faculty Development; Professional Identity; Secondary School Teachers; Preservice Teachers; Teacher Attitudes; Foreign Countries; Departments; Interdisciplinary Approach; Program Descriptions; Australia; Czech Republic + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Ausland; Department; Abteilung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Australien; Tschechische Republik
Abstract	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. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01