Kelly's Story: Transformative Identity Work in Primary Mathematics Teacher Education

Autor/in	Alderton, Julie
Titel	Kelly's Story: Transformative Identity Work in Primary Mathematics Teacher Education
Quelle	In: Gender and Education, 32 (2020) 2, S.145-160 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alderton, Julie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2017.1336204
Schlagwörter	Mathematics Teachers; Mathematics Instruction; Teaching Methods; Females; Electronic Mail; Student Teacher Attitudes; Power Structure; Feminism; Professional Identity; Gender Differences; Disadvantaged; Discourse Analysis; Elementary School Teachers; Prior Learning; Peer Relationship; Self Esteem; Self Concept; Persuasive Discourse; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Weibliches Geschlecht; Elektronischer Briefkasten; Feminismus; Geschlechterkonflikt; Diskursanalyse; Elementary school; Grundschule; Volksschule; Vorkenntnisse; Peer-Beziehungen; Self-esteem; Selbstaufmerksamkeit; Selbstkonzept; Persuasion; Persuasive Kommunikation; Ausland
Abstract	This article explores one female student teacher's experiences of learning to teach mathematics. Data included weekly emails and an interview through which Kelly expressed her struggle to be recognised as mathematical and to be heard in pedagogical relationships within a subject that is discursively aligned with masculinity. Analysis drew on feminist post-structural understandings of discourse and power relations. I identify an array of discourses of gender, mathematics, ability, confidence and complex micro-relations of power which shaped her 'identity work' and examine how she was able to reposition herself positively as a teacher of mathematics, resisting dominant transmission-based approaches to teaching mathematics. While the course sought to challenge traditional mathematical pedagogies, gendered ways of being mathematical were not confronted. I argue that teacher educators need to pay attention to the way power circulates to marginalise and silence some students and to focus on transformation of their own identity work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01