Learning Mathematics for Teaching Mathematics: Non-Specialist Teachers' Mathematics Teacher Identity

Autor/inn/en	Crisan, Cosette; Rodd, Melissa
Titel	Learning Mathematics for Teaching Mathematics: Non-Specialist Teachers' Mathematics Teacher Identity
Quelle	In: Mathematics Teacher Education and Development, 19 (2017) 2, S.104-122 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Mathematics Instruction; Mathematics Teachers; Professional Identity; Expertise; Secondary School Teachers; Inservice Teacher Education; Faculty Development; Questionnaires; Interviews; Lesson Observation Criteria; Instructional Materials; Case Studies; Foreign Countries; United Kingdom (London) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Expert appraisal; Lehrerfortbildung; Fragebogen; Interviewing; Interviewtechnik; Unterrichtsmitschau; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Case study; Fallstudie; Case Study; Ausland
Abstract	A non-specialist teacher of mathematics is a school teacher who qualified to teach in a subject other than mathematics yet teaches mathematics to students in secondary school. There is an emerging interest internationally in this population, a brief report of which is given in the paper. Because of concerns about the quality of non-specialists' mathematics teaching, in-service courses for these teachers have been provided by some educational jurisdictions, including within the United Kingdom (UK). This paper reports on a research project based on designing and teaching such courses in London. The paper operationalises "Mathematics Teacher Identity" by adapting Wenger's (1998) social ecology of identity to give a framework of "Modes of Belonging" for a teacher of mathematics, which is then used to analyse qualitative data of different types. Analysis of the data identifies (1) aspects of non-specialists' mathematics teacher identity in terms of indicators and (2) through two case studies, "trajectories" towards development of a mathematics teacher identity. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01