A Sociocultural Analysis of the Development of Pre-Service and Beginning Teachers' Pedagogical Identities as Users of Technology

Autor/in	Goos, Merrilyn
Titel	A Sociocultural Analysis of the Development of Pre-Service and Beginning Teachers' Pedagogical Identities as Users of Technology
Quelle	In: Journal of Mathematics Teacher Education, 8 (2005) 1, S.35-59 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-005-0457-0
Schlagwörter	Beginning Teachers; Secondary School Mathematics; Preservice Teachers; Technology Uses in Education; Teaching Methods; Technology Integration; Mathematics Instruction; Case Studies; Teacher Attitudes; Sociocultural Patterns; Context Effect; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Case study; Fallstudie; Case Study; Lehrerverhalten; Soziokulturelle Theorie; Ausland; Australien
Abstract	This paper reports on a study that investigated the pedagogical practices and beliefs of pre-service and beginning teachers in integrating technology into the teaching of secondary school mathematics. A case study documents how one teacher's modes of working with technology changed over time and across different school contexts, and identifies relationships between a range of personal and contextual factors that influenced the development of his identity as a teacher. This analysis views teachers learning as increasing participation in sociocultural practices, and uses Valsiner's concepts of the Zone of Proximal Development, Zone of Free Movement, and Zone of Promoted Action to offer a dynamic way of theorising teacher learning as identity formation. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10