Critical professional identity of pre-service teachers: introducing theories of equity in a college algebra class
Tipo de documento
Autores
Lista de autores
Ntow, Forster y Staats, Susan.
Resumen
Pre-service primary school teachers in a college algebra class modelled high school graduation rate data while learning several theoretical perspectives on educational equity. Qualitative analysis of the students’ writing reveals a strong interest in allocating responsibility for educational disparities towards teachers and school administrators. This may signal emerging identities of teachers as agents of change. “Positioning” statements that summarize relationships, goals and life trajectories of students, families, and educators varied from compassionate and self-reflective to stereotypical. Sociocultural theories of teacher development suggest that these students are at an early stage of learning about and navigating across significant professional positions in education.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
Álgebra lineal | Identidad | Inicial | Modelización | Otra (teorías) | Reflexión sobre la enseñanza
Enfoque
Idioma
Revisado por pares
Formato del archivo
Usuario
Título libro actas
Proceedings of the eighth international mathematics education and society conference (volumen 1)
Editores (actas)
Lista de editores (actas)
Greer, Brian y Mukhopadhyay, Swapna
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
212 - 218
Referencias
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