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.
|Title of host publication||Mathematics Education Research: Impacting Practice|
|Subtitle of host publication||Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia|
|Editors||Gregory Hine, Susan Blackley, Audrey Cooke|
|Place of Publication||Adelaide SA Australia|
|Publisher||Mathematics Education Research Group of Australasia|
|Number of pages||8|
|Publication status||Published - 2019|
|Event||Annual conference of the Mathematics Education Research Group of Australasia 2019 - Curtin University, Perth, Australia|
Duration: 30 Jun 2019 → 4 Jul 2019
Conference number: 42nd
|Conference||Annual conference of the Mathematics Education Research Group of Australasia 2019|
|Abbreviated title||MERGA 2019|
|Period||30/06/19 → 4/07/19|
- professional learning
Livy, S., Yanni, M., Downton, A., & Muir, T. (2019). Enhancing a mathematics leader's knowledge for teaching through a co-teaching situation. In G. Hine, S. Blackley, & A. Cooke (Eds.), Mathematics Education Research: Impacting Practice: Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia (pp. 460-467). Adelaide SA Australia: Mathematics Education Research Group of Australasia.