Enactivism as a Powerful Theoretical Framework for Research and Tool to Reflect on My Own Role as a Supervisor

Autor/in	Schäfer, Marc
Titel	Enactivism as a Powerful Theoretical Framework for Research and Tool to Reflect on My Own Role as a Supervisor
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 20 (2016) 3, S.314-324 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2016.1243938
Schlagwörter	Models; Research; Supervisors; Foreign Countries; Mathematics Teachers; Mathematics Education; Preservice Teachers; Student Teachers; Teacher Education; Supervisor Supervisee Relationship; Supervision; Doctoral Programs; Graduate Students; Reflection; South Africa + Suchen Sie Ihr Suchwort? Analogiemodell; Forschung; Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematische Bildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerausbildung; Lehrerbildung; Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Enactivism, as an interesting and useful theoretical underpinning is gaining traction in Mathematics Education research. It forms the central theme of this paper whose aim is two-fold: first to describe and engage with how elements of enactivism informed a PhD study, both on a theoretical and analytical level, and second to reflect on the enacted role of the supervisor of this study. Despite the inevitable embodied relationship between the supervisor and the supervised PhD project, it is not often written about. This paper thus attempts to address this. The PhD study in question used constructs of enactivism such as "autonomy," "sense-making," "emergence," "embodiment" and "experience" to design a pre-service mathematics education programme and then explored the growth of student teachers' mathematical identity and disposition in their development of becoming mathematics teachers. The PhD supervision process was framed by the enactivist notion that learning and the construction of meaning and knowledge is co-created by the lecturer, the student and the particular context. The role of the author of this paper in the study was that of supervisor. The relationship between a supervisor and his/her student is often complex and multilevelled. This paper argues that this relationship can best be described as one of embodiment and co-emergence. The paper thus starts with the author's own enactivist ontological perspective vis-à-vis this relationship and how elements of enactivism permeated his practice with regard to the PhD he supervised. The study found enactivism to be a powerful theoretical vantage point from which to develop research instruments that enabled deep and meaningful reflection on teacher practice in the mathematics classroom--and on supervision. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01