Enhancing a mathematics leader's knowledge for teaching through a co-teaching situation

Sharyn Livy, Marie Yanni, Ann Downton, Tracey Muir

    Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review


    This paper reports on a mathematics leader who participated as a co-teacher alongside a teacher educator in a university classroom. The collaboration was designed to bring the profession into the university. Case study research design and qualitative methods were used to analyse written self-reflections, transcripts of interviews and the co-teachers’ post-lesson discussion notes. Along with identifying the benefits of the co-teaching for pre-service teachers, it became evident that the mathematics leader also benefitted from this experience. The findings suggest that such collaborative co-teaching experiences may be a legitimate professional learning experience for school mathematics leaders.
    Original languageEnglish
    Title of host publicationMathematics Education Research: Impacting Practice
    Subtitle of host publicationProceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia
    EditorsGregory Hine, Susan Blackley, Audrey Cooke
    Place of PublicationAdelaide SA Australia
    PublisherMathematics Education Research Group of Australasia (MERGA)
    Number of pages8
    Publication statusPublished - 2019
    EventAnnual conference of the Mathematics Education Research Group of Australasia 2019 - Curtin University, Perth, Australia
    Duration: 30 Jun 20194 Jul 2019
    Conference number: 42nd
    https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2019-MERGA-conference-proceedings.aspx (Proceedings)


    ConferenceAnnual conference of the Mathematics Education Research Group of Australasia 2019
    Abbreviated titleMERGA 2019
    Internet address


    • co-teaching
    • leadership
    • professional learning
    • mathematics
    • primary

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