Exploring the Educative Power of an Experienced Mathematics Teacher Educator-Researcher

Autor/inn/en	Yang, Kai-Lin; Hsu, Hui-Yu; Lin, Fou-Lai; Chen, Jian-Cheng; Cheng, Ying-Hao
Titel	Exploring the Educative Power of an Experienced Mathematics Teacher Educator-Researcher
Quelle	In: Educational Studies in Mathematics, 89 (2015) 1, S.19-39 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-014-9589-4
Schlagwörter	Mathematics Teachers; Teacher Researchers; Faculty Development; Interpersonal Communication; Thinking Skills; Mathematical Logic; Teacher Student Relationship; Theory Practice Relationship; Phenomenology; Problem Solving; Models; Teaching Methods + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerforschung; Interpersonale Kommunikation; Denkfähigkeit; Mathematical logics; Mathematische Logik; Teacher student relationships; Lehrer-Schüler-Beziehung; Theorie-Praxis-Beziehung; Phenomenological psychology; Phänomenologie; Psychologie; Problemlösen; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper aims to explore the educative power of an experienced mathematics teacher educator-researcher (MTE-R) who displayed his insights and strategies in teacher professional development (TPD) programs. To this end, we propose a framework by first conceptualizing educative power based on three constructs--communication, reasoning, and connection--and then we extend the conceptualization with another two dimensions: the reciprocal facilitator-learner relationships involving educators, teachers, and students, as well as a bridge between research and practice. Based on both self-study and case-study approaches, we further elaborate features specific to the MTE-R's educative power which includes communication using an approach of creating educative phenomenology, reasoning by mapping teachers' ideas onto emergent models to solve problems in educative challenges, and connection between research and practice by coordination. In particular, the core of the educative power that supported the MTE-R to initiate at-the-moment actions was his insights into the essence of mathematics, and the learning of students and teachers. We believe that the conceptual framework in this study offers a powerful tool that could guide the analyses of educative power, especially for those studies related to the initiation of at-the-moment actions and the implementation of TPD programs. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01