Beyond Tokenism in the Field? On the Learning of a Mathematics Teacher Educator and Faculty Supervisor

Autor/in	Nolan, Kathleen
Titel	Beyond Tokenism in the Field? On the Learning of a Mathematics Teacher Educator and Faculty Supervisor
Quelle	In: Cogent Education, 2 (2015) 1, Artikel 1065580 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2015.1065580
Schlagwörter	Student Teacher Supervisors; Teacher Educators; Supervision; Mathematics Teachers; Mathematics Education; Field Experience Programs; Teacher Role; Foreign Countries; Practicums; Internship Programs; Mentors; Self Evaluation (Individuals); Journal Writing; Interviews; Focus Groups; Student Attitudes; Canada + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematische Bildung; Praxisnahes Lernen; Lehrerrolle; Ausland; Practicum; Praktikum; Praktika; Berufspraktische Ausbildung; Zeitschriftenaufsatz; Interviewing; Interviewtechnik; Schülerverhalten; Kanada
Abstract	Supervision of student teachers in their field experience is one of the practices that characterizes the work of many teacher educators. This paper takes up the issue of mathematics teacher education field experience, drawing on the conceptual tools of Bourdieu's social field theory to interpret data from a self-study on the role of supervision "in the field." The data storylines presented in this paper convey one mathematics teacher educator's efforts to disrupt and reconceptualize the network of relations in teacher education field experience, with a goal of understanding how one's professional practice as a supervisor might shape and influence a more dynamic view of these networks. The paper argues for taking a reflexive stance in teacher education, to reveal the habits and cultural capital shaping action in/of the field, and to support teacher educators as they trouble the discursive network of relations--represented in this paper through five storylines--of mathematics teacher education field experience and associated supervision. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01