Bringing the profession into university classrooms: narratives of learning from co-teaching primary mathematics

Sharyn Livy; Johnson Alagappan; Tracey Muir; Ann Downton

doi:10.1007/978-981-13-0815-4_9

Bringing the profession into university classrooms: narratives of learning from co-teaching primary mathematics

Sharyn Livy, Johnson Alagappan, Tracey Muir, Ann Downton

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review

Abstract

While some teacher educators work alongside teachers with their preservice teachers in school settings, it is less common for teachers to work alongside teacher educators in university settings. The following chapter provides insights on how a mathematics lecturer and a Year 1 teacher taught primary pre-service teachers in a university classroom. Narratives from the co-teachers and two colleagues who observed lessons and interviewed the pre-service teachers tell the story of a co-teaching experience which developed relationships, a sense of community, and diverse skills and expertise of the co-teachers, along with the impact that the experience had on the participants.

Original language	English
Title of host publication	Re-imagining Professional Experience in Initial Teacher Education
Subtitle of host publication	Narratives of Learning
Editors	Ange Fitzgerald, Graham Parr, Judy Williams
Place of Publication	Singapore Singapore
Publisher	Springer
Chapter	9
Pages	143-161
Number of pages	19
Edition	1st
ISBN (Electronic)	9789811308154
ISBN (Print)	9789811308147
DOIs	https://doi.org/10.1007/978-981-13-0815-4_9
Publication status	Published - 2018

Keywords

Narrative
co-teaching
primary
mathematics
pre-service teachers

Access to Document

10.1007/978-981-13-0815-4_9

Cite this

Livy, S., Alagappan, J., Muir, T., & Downton, A. (2018). Bringing the profession into university classrooms: narratives of learning from co-teaching primary mathematics. In A. Fitzgerald, G. Parr, & J. Williams (Eds.), Re-imagining Professional Experience in Initial Teacher Education: Narratives of Learning (1st ed., pp. 143-161). Springer. https://doi.org/10.1007/978-981-13-0815-4_9

Livy, Sharyn ; Alagappan, Johnson ; Muir, Tracey et al. / Bringing the profession into university classrooms : narratives of learning from co-teaching primary mathematics. Re-imagining Professional Experience in Initial Teacher Education: Narratives of Learning. editor / Ange Fitzgerald ; Graham Parr ; Judy Williams. 1st. ed. Singapore Singapore : Springer, 2018. pp. 143-161

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Livy, S, Alagappan, J, Muir, T & Downton, A 2018, Bringing the profession into university classrooms: narratives of learning from co-teaching primary mathematics. in A Fitzgerald, G Parr & J Williams (eds), Re-imagining Professional Experience in Initial Teacher Education: Narratives of Learning. 1st edn, Springer, Singapore Singapore, pp. 143-161. https://doi.org/10.1007/978-981-13-0815-4_9

Bringing the profession into university classrooms: narratives of learning from co-teaching primary mathematics. / Livy, Sharyn; Alagappan, Johnson; Muir, Tracey et al.
Re-imagining Professional Experience in Initial Teacher Education: Narratives of Learning. ed. / Ange Fitzgerald; Graham Parr; Judy Williams. 1st. ed. Singapore Singapore: Springer, 2018. p. 143-161.

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review

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Livy S, Alagappan J, Muir T, Downton A. Bringing the profession into university classrooms: narratives of learning from co-teaching primary mathematics. In Fitzgerald A, Parr G, Williams J, editors, Re-imagining Professional Experience in Initial Teacher Education: Narratives of Learning. 1st ed. Singapore Singapore: Springer. 2018. p. 143-161 doi: 10.1007/978-981-13-0815-4_9

Bringing the profession into university classrooms: narratives of learning from co-teaching primary mathematics

Abstract

Keywords

Access to Document

Other files and links

Building school partnerships to enhance pre-service teachers’ mathematical knowledge

Cite this

Bringing the profession into university classrooms: narratives of learning from co-teaching primary mathematics

Abstract

Keywords

Access to Document

Other files and links

Projects

Building school partnerships to enhance pre-service teachers’ mathematical knowledge

Cite this