Mathematics Teacher Educator-Researchers' Perspectives on the Use of Theory in Facilitating Teacher Growth

Autor/inn/en	Lin, Fou-Lai; Yang, Kai-Lin; Hsu, Hui-Yu; Chen, Jian-Cheng
Titel	Mathematics Teacher Educator-Researchers' Perspectives on the Use of Theory in Facilitating Teacher Growth
Quelle	In: Educational Studies in Mathematics, 98 (2018) 2, S.197-214 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hsu, Hui-Yu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-018-9804-9
Schlagwörter	Teacher Educators; Teacher Researchers; Mathematics Teachers; Teacher Improvement; Qualitative Research; Teacher Attitudes; Educational Research; Educational Practices; Theory Practice Relationship; Context Effect; Faculty Development; Learning Strategies; Use Studies; Learning Theories + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerforschung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Qualitative Forschung; Lehrerverhalten; Bildungsforschung; Pädagogische Forschung; Bildungspraxis; Theorie-Praxis-Beziehung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Benutzerschulung; Learning theory; Lerntheorie
Abstract	This study explored the perspectives of mathematics teacher educator-researchers (MTE-Rs) on the use of theory in facilitating teacher growth. We adopted the framework of the theory-centered scholarship triangle (Silver & Herbst, 2007) to probe the underlying meanings of perspectives on theory use expressed by MTE-Rs. Qualitative analysis revealed three distinct types of perspectives: a perspective focusing on research, a perspective focusing on practice, and a perspective on the connection between research and practice. For the perspective on the connection between research and practice, two sub-categories were identified: connection with consideration of context and that without consideration of context. Different perspectives that MTE-Rs possess may influence their actions taken in professional development and consequently influence teachers' learning of theory. Specifically, the cyclic process of decontextualizing and recontextualizing theory between research and practice domains is the key to the development of MTE-Rs' educative power so that they can better facilitate teachers in learning theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01