An Innovative Teacher of Mathematics Identity Framework: An Adaptive Solution to Systematic Challenges Facing Teachers in Regional, Rural and Remote Australia

Autor/inn/en	Lynch, David; Yeigh, Tony; Woolcott, Geoff; Peddell, Lewes; Hudson, Suzanne; Samojlowicz, Darius; Markopoulos, Christos; Bui, Vinh; Willis, Royce
Titel	An Innovative Teacher of Mathematics Identity Framework: An Adaptive Solution to Systematic Challenges Facing Teachers in Regional, Rural and Remote Australia
Quelle	In: Australian Mathematics Education Journal, 2 (2020) 3, S.16-22 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2652-0176
Schlagwörter	Mathematics Teachers; Professional Identity; Rural Areas; Geographic Isolation; Teacher Shortage; Professional Development; Communities of Practice; Professional Associations; Social Networks; Teacher Collaboration; Feedback (Response); Leadership; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Rural area; Ländlicher Raum; Lehrermangel; Community; Social network; Soziales Netzwerk; Lehrerkooperation; Führung; Führungsposition; Ausland; Australien
Abstract	This article outlines a Teacher of Mathematics Identity (ToMI) framework as an innovative theoretical foundation for supporting teachers of mathematics in regional, rural and remote (RRR) Australia. The framework is based on the identification of systemic challenges and provision of adaptive solutions, beginning with localised challenges faced in RRR communities. In unpacking the ToMI framework, this article outlines the basis for a longitudinal study designed to develop interconnected collaborative networks for teachers of mathematics in order to help them develop their professional identity. These networks include professional learning opportunities and systematic feedback and support regimes, such as mentoring, all within a community of practice supported by a professional affiliate organisation. Once the efficacy and applicability of the framework is established, it is likely to apply to other teaching disciplines, in particular, to STEM teaching areas, but also to other subject areas, as well as other countries, that might share similar systemic challenges. (As Provided).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01