Smith, C;
Bretscher, N;
(2018)
Designing teacher education for pre-university mathematics: articulating and operationalizing pedagogic messages.
Teaching Mathematics and its Applications: An International Journal of the IMA
, 37
(2)
pp. 84-97.
10.1093/teamat/hry008.
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Abstract
Reviews of mathematics teacher development point to a problematic and under-theorized relationship between learning mathematics and learning about mathematics pedagogy. We adopt a Bernsteinian perspective to the design and delivery of a course preparing early career teachers to teach pre-university mathematics. The iterative development and underlying rationale of five ‘key pedagogic messages’ is outlined as a process of tactical design. Ongoing evaluation showed the pedagogic messages provided a critical pivot in managing transitions between thinking about the mathematical content and thinking about how to teach that content. In particular, they provided a means for us, as teacher educators, to make explicit our own thinking on mathematics pedagogy and its operationalization, and hence render it available for reflection and critique. We argue for a design principle of articulating how teacher educators operationalize a few, explicit pedagogic messages; that pre-university mathematics presents a critical site for mathematics teacher education because it facilitates this principle, and that Bernsteinian notions of framing and knowledge structures are useful in designing as well as characterizing pedagogic settings.
Type: | Article |
---|---|
Title: | Designing teacher education for pre-university mathematics: articulating and operationalizing pedagogic messages |
Open access status: | An open access version is available from UCL Discovery |
DOI: | 10.1093/teamat/hry008 |
Publisher version: | https://doi.org/10.1093/teamat/hry008 |
Language: | English |
Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
URI: | https://discovery.ucl.ac.uk/id/eprint/10046007 |
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