Rodd, Melissa;
(2007)
Developing maths-identities of overseas trained teachers from developing countries: two voices.
Presented at: UNSPECIFIED.
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Abstract
This paper reports on teacher-students’ developing mathematics-teacher identities as they participated in a mathematics education module which they took as an option as part of their BEd in-service degree. Multiple qualitative methods have been used to gather data on the 14 teacher-students’ mathematical development, attitudes and reflections on their professional practice over the course of the year. In this paper, in-depth accounts of two of the students’- (one Caribbean and one African) - developing identities as mathematics teachers are presented using socio -cultural, discursive and defended-subject theoretical frameworks for the analysis. The paper exemplifies discourses producing maths teacher identities while simultaneously defending against interrogation of mathematical and pedagogical practices.
| Type: | Conference item (Paper) |
|---|---|
| Title: | Developing maths-identities of overseas trained teachers from developing countries: two voices |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Keywords: | teacher education; undergraduate mathematics education; social identity |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10002563 |
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