The book is primarily concerned with examining how trainee teachers conceptualize their own professional development, from the time they enter university on a four-year course as prospective initial teacher training students through to their first year of teaching in primary school. It has a particular focus on how they understand mathematics and how they understand their own teaching of the subject in schools. It offers both empirical and theoretical perspectives.
Empirically, the book draws in particular on two studies conducted by the authors, funded by the UK Economic and Social Research Council and spanning a four-year period. Both of these studies were concerned with the professional development of trainee teachers with a particular focus on their phenomenological experience of the training process.
Theoretically, the book draws on recent work in the field of psychoanalysis, and in particular the work of Slavoj Zizek, as an approach to examining how individual trainee teachers encounter the social framework in which they operate. In tackling this we consider the "technologies of self" that produce teachers in schools. We also look at how we might theorize our empirical findings that locate the discursive formation of school mathematics.
To summarize the key strands: Firstly, we are keen to present an account of how trainee teachers understand their own journey into teaching mathematics in the primary school. Secondly, we wish to understand better the conception of mathematics in the primary school and how it might develop. Thirdly, we are keen to offer some discussion of how official policyas presented in government initiatives impacts on such teachers. Fourthly, we are concerned with better understanding the role that research in mathematics education might have in accounting for the process of trainees becoming teachers in the primary school and in stimulating development in this area. Finally, we try to offer a theoretical frame that accommodates evolving and alternative conceptions of mathematics, how it is taught and the social parameters that guide these conceptions.
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The book is primarily concerned with examining how trainee teachers conceptualize their own professional development, from the time they enter university on a four-year course as prospective initial teacher training students through to their first year of teaching in primary school. It has a particular focus on how they understand mathematics and how they understand their own teaching of the subject in schools. It offers both empirical and theoretical perspectives.
Empirically, the book draws in particular on two studies conducted by the authors, funded by the UK Economic and Social Research Council and spanning a four-year period. Both of these studies were concerned with the professional development of trainee teachers with a particular focus on their phenomenological experience of the training process.
Theoretically, the book draws on recent work in the field of psychoanalysis, and in particular the work of Slavoj Zizek, as an approach to examining how individual trainee teachers encounter the social framework in which they operate. In tackling this we consider the "technologies of self" that produce teachers in schools. We also look at how we might theorize our empirical findings that locate the discursive formation of school mathematics.
To summarize the key strands: Firstly, we are keen to present an account of how trainee teachers understand their own journey into teaching mathematics in the primary school. Secondly, we wish to understand better the conception of mathematics in the primary school and how it might develop. Thirdly, we are keen to offer some discussion of how official policyas presented in government initiatives impacts on such teachers. Fourthly, we are concerned with better understanding the role that research in mathematics education might have in accounting for the process of trainees becoming teachers in the primary school and in stimulating development in this area. Finally, we try to offer a theoretical frame that accommodates evolving and alternative conceptions of mathematics, how it is taught and the social parameters that guide these conceptions.
Imprint | Springer-Verlag New York |
Country of origin | United States |
Series | Mathematics Teacher Education, 2 |
Release date | 2005 |
Availability | Expected to ship within 10 - 15 working days |
First published | 2005 |
Authors | Tony Brown, Olwen McNamara |
Dimensions | 235 x 155 x 14mm (L x W x T) |
Format | Hardcover |
Pages | 208 |
Edition | 2005 ed. |
ISBN-13 | 978-0-387-23971-2 |
Barcode | 9780387239712 |
Categories | |
LSN | 0-387-23971-5 |