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