Repositioning ourselves: acknowledging contradiction
Tipo de documento
Autores
Lista de autores
Cox, Dana, Silva, Beatriz, Keiser, Jane y Naresh, Nirmala
Resumen
The essence of this paper is to present a self-study that resulted in the awareness of discrepancies that existed between our beliefs and practices as teacher educators and educational researchers. On the one hand, we assessed the impact of our teaching on participants of a professional development program. We analyzed the participants’ abilities to explore student voices as input for improving the teaching of mathematics. On the other hand, as we categorized and characterized our participants’ reflections using the tools of qualitative inquiry, the end effect was to distort and even silence those voices as an input for improving our own instruction, denying participants both agency and identity. This presented us with a living contradiction since this stance conflicted with our belief that learners deserve both agency and identity.
Fecha
2014
Tipo de fecha
Estado publicación
Términos clave
Enfoque
Idioma
Revisado por pares
Formato del archivo
Volumen
28
Número
49
Rango páginas (artículo)
990-1011
ISSN
19804415
Referencias
GUILFOYLE, K.; HAMILTON, M. L.; PINNEGAR, S.; PLACIER, M. Negotiating balance between reforming teacher education and forming self as teacher educator. Teacher Education Quarterly, San Francisco, v. 23, n. 3, p. 153-168, jun./aug.1996. BROWN, T.; JONES, L.; BIBBY, T. Identifying with mathematics in initial teacher training. In: WALSHAW, M. (Ed.). Mathematics education within the postmodern. Greenwich, CT:Information Age, 2004. p. 161-179. BULLOUGH, R. V.; PINNEGAR, S. Guidelines for quality in autobiographical forms of self-study research. Educational researcher, Washington D.C., v. 30, n. 3, p. 13-21, abr. 2001. DUCKWORTH, E. "The Having of Wonderful Ideas" & other essays on teaching & learning. New York: Teachers College Press, 1987. FERNANDEZ, C.; YOSHIDA, M. Lesson study: A Japanese approach to improving mathematics teaching and learning. Mahwah, NJ: Lawrence Erlbaum Associates, 2004. HARKNESS, S. S. Social constructivism and the Believing Game: a mathematics teacher’s practice and its implications. Educational Studies in Mathematics, v. 70, n. 3, p. 243-258, 2009. HART, L. C.; NAJEE-ULLAH, D.; SCHULTZ, K. The reflective teaching model: A professional development model for in-service mathematics teachers. In: RUBENSTEIN, R.N.; BRIGHT, G.W. (Ed.). Perspectives on the teaching of mathematics: Sixty-sixth yearbook. Reston, VA: NCTM, 2004. p. 207-218. KORTHAGEN, F; LUNENBERG, M. Links between Self-Study and Teacher Education Reform. In: LOUGHRAN, J. J.; HAMILTON. M. L.; LABOSKEY, V. K.; RUSSEL, T. (Ed.). International handbook of self-study of teaching and teacher education practices. Dordrecht, Netherlands: Springer, 2004. p. 421-449. LAVE, J.; WENGER, E. Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University press, 1991. LEWIN, K. Action research and minority problems. Journal of social issues, Malden, v. 2, n. 4, p. 34-46, Nov. 1946. LOUGHRAN, J. J. A history and context of self-study of teaching and teacher education practices. In: LOUGHRAN, J. J.; HAMILTON. M. L.; LABOSKEY, V. K.; RUSSEL, T. (Ed.). International handbook of self-study of teaching and teacher education practices. Dordrecht, Netherlands: Springer, 2004. p. 7-39. MEANEY, T. So what’s power got to do with it?. In: WALSHAW, M. (Ed.). Mathematics education within the postmodern. Greenwich, CT: Information Age, 2004. p. 181-200. PINNEGAR, S.; HAMILTON, M.L. Self-study of practice as a genre of qualitative research: Theory, methodology, and practice. New York: Springer, 2009. SCHIFTER, D.; FOSNOT, C. T. Reconstructing mathematics education: Stories of teachers meeting the challenge of reform. New York: Teachers College Press, 1993. VALERO, P. Postmodernism as an attitude of critique to dominant mathematics education research. In: WALSHAW, M. (Ed.). Mathematics education within the postmodern. Greenwich, CT: Information Age, 2004. p. 35-54. WALSHAW, M. (Ed.). Mathematics education within the postmodern. Greenwich, CT: Information Age, 2004. WHITEHEAD, J. Creating a living educational theory from questions of the kind, “How do I improve my practice?”. Cambridge Journal of Education, Cambridge, v. 19, n. 1, p. 41-52, 1989. WHITEHEAD, J. Self-study, living educational theories, and the generation of educational knowledge.Studying Teacher Education, London, v.5, n.2, p.107-111, 2009. YOSHIDA, M. Lesson study: An ethnographic investigation of school-based teacher development in Japan. Chicago, Unpublished doctoral dissertation, Universityof Chicago, 1999.