Exploring Self-Study to Improve My Practice as a Mathematics Teacher Educator

Autor/in	Alderton, Julie
Titel	Exploring Self-Study to Improve My Practice as a Mathematics Teacher Educator
Quelle	In: Studying Teacher Education, 4 (2008) 2, S.95-104 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
Schlagwörter	Student Teachers; Mathematics Teachers; Teacher Educators; Context Effect; Reflective Teaching; Preservice Teacher Education; Student Teacher Supervisors; Mathematics Instruction; Values; Beliefs; Reflection; Foreign Countries; Teacher Student Relationship; Elementary School Teachers; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehramtsstudiengang; Mathematics lessons; Mathematikunterricht; Wertbegriff; Belief; Glaube; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Grundschule; Volksschule
Abstract	While supervising a student teacher in school, an incident occurred that highlighted a contradiction between my practice and my beliefs and prompted me to question why I do not always live the values I profess. The aim of this article is to investigate how self-study can help me to understand the complex and context-based situations of my practice. I draw on the work of other teacher educators to examine the potential of self-study to improve my practice. Through this exploration I have begun to transform the way that I comprehend teaching and learning in teacher education. I identify several tensions and challenges in implementing the methodology within my professional context. I believe that self-study can help us in our roles as teacher educators to develop more reflexive self-awareness and to problematize taken-for-granted assumptions relevant to our contexts of practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10