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What Influences Mathematics Teacher Educators' Decisions in Course Design: Activity Theory and Professional Capital as an Investigative Approach

Citation

Oates, G and Muir, T and Murphy, C and Reaburn, R and Maher, N, What Influences Mathematics Teacher Educators' Decisions in Course Design: Activity Theory and Professional Capital as an Investigative Approach, The Learning and Development of Mathematics Teacher Educators, Springer, M Goos & K Beswick (ed), Cham, Switzerland, pp. 345-366. ISBN 978-3-030-62407-1 (2021) [Research Book Chapter]

Copyright Statement

Copyright 2021 Springer Nature Switzerland AG

DOI: doi:10.1007/978-3-030-62408-8_18

Abstract

This chapter explores the potential of two theoretical perspectives to examine the factors that underpin decisions we make as mathematics teacher educators (MTEs) in the design of our courses. We report on discussions during initial meetings at the beginning of our review cycle to reassess the content, assessment and alignment of our three core mathematics pedagogy units in the Bachelor of Education (Primary) course. The discussions revealed a range of factors influencing the decisions we make about our courses and suggested we should investigate potential frameworks against which such decisions might be evaluated. We draw on two theoretical frameworks - activity theory and professional capital - to interpret the emerging themes in our decision-making process. In using these two theoretical models, we found we were better able to understand both the complexities of, and the tensions between, our agency and the need for alignment between the units we teach.

Item Details

Item Type:Research Book Chapter
Keywords:activity theory, agency and autonomy, alignment, beliefs and values, PCK for pre-service teachers, professional capital
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
Objective Division:Expanding Knowledge
Objective Group:Expanding knowledge
Objective Field:Expanding knowledge in education
UTAS Author:Oates, G (Associate Professor Greg Oates)
UTAS Author:Muir, T (Associate Professor Tracey Muir)
UTAS Author:Murphy, C (Dr Carol Murphy)
UTAS Author:Reaburn, R (Dr Robyn Reaburn)
UTAS Author:Maher, N (Mrs Nicole Maher)
ID Code:143926
Year Published:2021
Deposited By:Education
Deposited On:2021-04-11
Last Modified:2021-06-09
Downloads:0

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