Advancing our understanding of initial teacher education through research

Jennifer Way, Michael Cavanagh, Fiona Ell, Sharyn Livy, Heather McMaster

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Otherpeer-review

Abstract

The purpose of this chapter is to explore the influences on, and tensions
within, initial teacher education in mathematics, and to identify the research outcomes that might advance our understanding of learning and practices in this context. We have used a socio-spatial approach to organise our review into the three ‘spaces’ of policy, teacher educators and pre-service teachers, and to reveal tensions that exist between these spaces. Our analysis of the research highlighted the multiple roles of teacher educators—as researchers, teachers, collaborators and curriculum designers—as they mediate the tensions that occur between the spaces.
Original languageEnglish
Title of host publicationResearch in Mathematics Education in Australasia 2016-2019
EditorsJennifer Way, Catherine Attard, Judy Anderson, Janette Bobis, Katherin Cartwright
Place of PublicationSingapore Singapore
PublisherSpringer
Chapter5
Pages91-115
Number of pages25
Edition1st
ISBN (Electronic)9789811542695
ISBN (Print)9789811542688
DOIs
Publication statusPublished - 2020

Keywords

  • Pre-service teachers
  • education design
  • Teacher educator
  • Teacher education
  • Mathematics
  • Review of Literature
  • Australasia
  • Initial teacher education

Cite this

Way, J., Cavanagh, M., Ell, F., Livy, S., & McMaster, H. (2020). Advancing our understanding of initial teacher education through research. In J. Way, C. Attard, J. Anderson, J. Bobis, & K. Cartwright (Eds.), Research in Mathematics Education in Australasia 2016-2019 (1st ed., pp. 91-115). Springer. https://doi.org/10.1007/978-981-15-4269-5_5