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Developing an understanding of what constitutes mathematics teacher educator PCK: A case study of a collaboration between two teacher educators

Citation

Muir, T and Fielding-Wells, J and Chick, H, Developing an understanding of what constitutes mathematics teacher educator PCK: A case study of a collaboration between two teacher educators, The Australian Journal of Teacher Education (Online), 42, (12) pp. 60-79. ISSN 1835-517X (2017) [Refereed Article]


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Copyright 2017 the authors

DOI: doi:10.14221/ajte.2017v42n12.4

Abstract

Previous research into the knowledge required for teaching has focused primarily on pre-service and in-service teachersí knowledge. What is less researched, however, is the role of the teacher educator in helping pre-service teachers (PSTs) develop the knowledge needed in order to teach mathematics to students. The focus thus shifts from examining school teachersí knowledge for teaching mathematics to school students, to studying teacher educatorsí knowledge for teaching teachers. This raises the question of what is the nature of this knowledge as required by teacher educators, and how evident is it in their practice? This paper documents the interactions among two teacher educators and two cohorts of PSTs enrolled in a unit designed to teach mathematics pedagogy to early childhood and primary PSTs. Over one semester, two teacher educators observed each otherís classes, engaged in reflective professional conversations, and surveyed PSTs about lesson material and delivery. The results indicated there were a number of issues faced by the teacher educators that could be interpreted through the use of a teacher knowledge framework, with examples for this study focussing on a representative lesson. The findings add to the field of research into teacher educator knowledge and have implications for mathematics teacher educators and the pre-service teachers they teach.

Item Details

Item Type:Refereed Article
Keywords:mathematics teacher educator, PCK, collaboration, pre-service teacher
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Mathematics and Numeracy Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Education and Training Systems
Objective Field:Education and Training Systems not elsewhere classified
Author:Muir, T (Associate Professor Tracey Muir)
Author:Chick, H (Associate Professor Helen Chick)
ID Code:123178
Year Published:2017
Deposited By:Education
Deposited On:2017-12-19
Last Modified:2018-08-09
Downloads:2 View Download Statistics

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