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Becoming a mathematics teacher educator: perspectives from Kazakhstan and Australia

Citation

Callingham, RA and Sapazhanov, Y and Orynbassar, A, Becoming a mathematics teacher educator: perspectives from Kazakhstan and Australia, Handbook of Mathematics Teacher Education. The Mathematics Teacher Educator as a Developing Professional, Koninklijke Brill NV, O Chapman and K Beswick (ed), Leiden, The Netherlands, pp. 369-390. ISBN 978-90-04-42419-7 (2020) [Research Book Chapter]

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Abstract

Mathematics education is well established or growing in many countries around the world, but less is known about it and those who are involved in it from countries, such as Kazakhstan, that were part of the United Soviet Socialist Republics. In this chapter, we contribute to this gap in the field by addressing mathematics education and development of mathematics teacher educators in Kazakhstan. Specifically, we focus on the career paths of some Kazakhstan mathematics teacher educators and contrast them with career pathways identified in Australia. We use Bronfenbrenner’s ecological systems model to compare how influences at the macro-, meso- and micro-systems levels play out differently in these two countries and affect the experience of becoming a mathematics teacher educator.

Item Details

Item Type:Research Book Chapter
Keywords:teacher education, mathematics education, cross-cultural comparison
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teacher and instructor development
UTAS Author:Callingham, RA (Associate Professor Rosemary Callingham)
ID Code:142563
Year Published:2020
Deposited By:Education
Deposited On:2021-01-26
Last Modified:2021-09-06
Downloads:0

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