Challenges, Reforms, and Learning in Initial Teacher Education

Anthony, Glenda; Cooke, Audrey; Muir, Tracey

doi:10.1007/978-981-10-1419-2_15

Cited by 9 publications

(5 citation statements)

References 43 publications

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“…These tests raised questions about the nature of mathematics subject knowledge for teaching and whether a skills test was a valid way to assess this. A similar trend is emerging in Australia, where the Australian Institute for Teaching and School Leadership introduced national testing for trainee teachers in 2015; exploratory studies there are now beginning to engage with the effects of this (Anthony, Cooke & Muir, 2016). While skills tests represent one aspect of teacher subject knowledge, we found in the survey that the cooccurrence of ITT and teacher subject knowledge was extensive, with 85% of Proceedings coded for teacher subject knowledge also coded for ITT.…”

Section: Teachers and Teacher Developmentmentioning

confidence: 50%

A comparative synthesis of UK mathematics education research: what are we talking about and do we align with international discourse?

Marks

Foster

Barclay

et al. 2020

Research in Mathematics Education

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A Comparative Synthesis of UK Mathematics Education Research: what are we talking about and do we align with international discourse?This paper makes an important and original contribution to the updating of methodological approaches to research syntheses. We analysed all 813 Proceedings of the British Society for Research into Learning Mathematics from 2003 to 2018, first using a quantitative corpus-survey and qualitative thematic coding and, again, independently, using topic modelling. We found strong convergence between findings from the different methods. We compare our findings to those from an earlier Proceedings review (1995)(1996)(1997)(1998)(1999)(2000)(2001)(2002) and to a recent review of the corpus of publications in the Journal for Research in Mathematics Education and Educational Studies in Mathematics, as well as to a review by the European Society for Research into Learning Mathematics and several other reviews. We found considerable similarity between the issues discussed, and similar trends over time. We conclude that the efficiency of topic modelling makes it a powerful option to include among a range of methodological approaches to research review.

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Section: Teachers and Teacher Developmentmentioning

confidence: 50%

A comparative synthesis of UK mathematics education research: what are we talking about and do we align with international discourse?

Marks

Foster

Barclay

et al. 2020

Research in Mathematics Education

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“…Continuing experimentation with models for field placement and university courses to address theory-practice disconnects is important, since the models serve to influence how MTEs work with/for PTs "to provoke change through a greater understanding of the theorypractice nexus" (Anthony et al, 2016, p. 319). However, as noted by Anthony et al (2016), while it is significant to understand how PTs negotiate theory-practice transitions, it is also highly significant to explore and understand the practices of MTEs with regard to these transitions. After all, as Schulz (2005) reminds us, "[i]f teacher educators want to change prevailing practices… they must provide frameworks that encourage different ways of thinking about teaching and learning about teaching" (pp.…”

Section: Theory-practice Transitions In Mathematics Teacher Educationmentioning

confidence: 99%

The return to university after fieldwork: toward disrupting practice-theory challenges identified by mathematics teacher educators

Bjerke

Nolan

2023

Front. Educ.

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In this paper, we present on a research study that was framed in disruptive pedagogy (DP) to examine the post-field context of mathematics teacher educators’ (MTEs’) practices. We open by referring to common challenges discussed in the literature related to theory-practice transitions of prospective teachers (PTs) as they move from university courses to their field placement. After reviewing these challenges, we then shift our focus toward understanding what MTEs see as challenges in the post-field context of teacher education programs; that is, what practice-theory challenges are identified by MTEs as PTs make the transition from field back to university. Briefly, our thematic analysis suggests that, in the post-field context of teacher education programs, MTEs are challenged by organizational issues and institutional structures; by PTs’ return to the university armed with superficial placement stories and unexamined indicators of “good mathematics teaching”; and by the significant emphasis PTs place on mentor voices and ways of teaching, often including unfavorable views on the value of reform teaching. Simply put, MTEs expressed being challenged by PTs’ skepticism, resistance, and lack of conviction toward the role of the university. Additionally, MTEs reported being challenged by their own feelings of resignation that our analysis suggests stems from a growing list of challenges which can result in some MTEs stepping down and settling on a pragmatic approach to their post-field mathematics teaching. To close, implications for MTEs are discussed by pointing specifically to the potential of DP for unpacking practice-theory transitions and considering the creation of a post-field third space.

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“…Whilst all projects in this Special Issue include a professional learning component, the final two projects featured in this Special IssueChan, Clarke, Clarke, Roche, Cao, and Peter-Koop, and Kaur, Guan, Lam, Hoong, and Hoe-take teacher learning as a central concern, exploring the process of teacher knowledge construction in situ. Both projects are underpinned by the strategic importance of teacher learning and accountability (Anthony et al 2016). Chan et al's proposed exploration of teachers' capacity to learn from everyday practices aligns with Kaur et al's examination of competent teacher practice.…”

Section: Strategic Valuementioning

confidence: 99%

Setting the research agenda: strategic, research, and impact value of large-scale funded projects in Australasia

Anthony

2017

Math Ed Res J

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The articles in this Special Issue Strategic research directions: Large-scale funded projects in Australasia collectively showcase a range of large-scale research projects sponsored by funding bodies in Australia, New Zealand, and Singapore-all key members of the MERGA community. Unusually for a research journal we have chosen to showcase these projects in the early stages as a way of communicating to the field what leading researchers and funders currently regard as significant and strategic research. Prompted by the unprecedented success rate of Australian mathematics education researchers in the 2016 Australian Research Council (ARC) Discovery Projects funding round we invited the six successful teams, along with researchers from the New Zealand and Singapore, to write about their projects.Of course, we know that important research is conducted without funding-most notably the cutting edge contributions of doctoral studies and theoretical expositionsand acknowledge that many smaller funded project make significant contributions to the field. However, the projects featured in this issue represent a window into what research teams, policy makers, and government agencies collectively consider worthwhile in terms of national significance, innovation, and capacity building for field of mathematics education. For this reason, it is argued that the projects featured in this Special Issue represent in part the strategic directions for mathematics education research in Australasia. While authors of each article provide an overview of the aims, the theoretical and methodological frameworks, and expected contribution or their particular study, in this editorial I look at the collective contribution in terms of strategic value, research value, and impact value.

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Challenges, Reforms, and Learning in Initial Teacher Education

Cited by 9 publications

References 43 publications

A comparative synthesis of UK mathematics education research: what are we talking about and do we align with international discourse?

A comparative synthesis of UK mathematics education research: what are we talking about and do we align with international discourse?

The return to university after fieldwork: toward disrupting practice-theory challenges identified by mathematics teacher educators

Setting the research agenda: strategic, research, and impact value of large-scale funded projects in Australasia

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