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What Influences Mathematics Teacher Educators' Decisions in Course Design: Activity Theory and Professional Capital as an Investigative Approach
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posted on 2023-05-22, 19:02 authored by Greg OatesGreg Oates, Tracey MuirTracey Muir, Carol MurphyCarol Murphy, Robyn ReaburnRobyn Reaburn, Nicole MaherThis 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.
History
Publication title
The Learning and Development of Mathematics Teacher EducatorsEditors
M Goos & K BeswickPagination
345-366ISBN
978-3-030-62407-1Department/School
Faculty of EducationPublisher
SpringerPlace of publication
Cham, SwitzerlandExtent
22Rights statement
Copyright 2021 Springer Nature Switzerland AGRepository Status
- Restricted