Virtually there (again): internship e-advisors and professional learning communities in mathematics teacher education
Tipo de documento
Autores
Lista de autores
Nolan, Kathleen.
Resumen
In the research being discussed in this presentation, a faculty advisor (also the researcher) created a digitally-enhanced internship experience, featuring a teacher-intern-faculty advisor (TIFA) learning community. The research goals were two-fold: (1) to understand more about ‘best practices’ (i.e. meaningful and sustainable practices based in blended learning environments) for teacher education field experiences and becoming a mathematics teacher, and (2) to disrupt traditional notions of teacher education programs as places to ‘train’ and ‘prepare’ teachers, with field experience being viewed as the ‘supervised’ enactment of these preparation techniques.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
Desarrollo del profesor | Gestión de aula | Inicial | Tipos de metodología
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)
206 - 211
Referencias
Bourdieu, P. (1977). Outline of a theory of practice (Trans: R. Nice.). Cambridge: Cambridge University Press. Fernandez, C. (2003). Learning from Japanese approaches to professional development: The case of lesson study. Journal of Teacher Education, 53(5), 393–405. Gorman, J., Mark, J., & Nikula, J. (2010). A mathematics leader’s guide to lesson study in practice. NH: Heinemann. Marble, S. (2012). Becoming-teacher: Encounters with the Other in teacher education. Discourse: Studies in the Cultural Politics of Education, 33(1), 21-31. Nolan, K. (2010). Virtually there: Introducing the internship e-advisor in mathematics teacher education. In U. Gellert, E. Jablonka, & C. Morgan (Eds.), Proceedings of the Sixth International Mathematics Education and Society (MES) Conference (pp. 122- 125). Berlin: Freie Universität Berlin. Nolan, K. (2011). E-volving as an e-advisor: Inquiring into internship in secondary mathematics teacher education. Paper presented at the Annual Conference of the Canadian Society for Studies in Education (CSSE), NB, 28 May- 1 June. Nolan, K. (2012). Dispositions in the field: Viewing mathematics teacher education field experiences through the lens of Bourdieu’s social field theory. Educational Studies in Mathematics, 80 (1/2), 201- 215. doi: 10.1007/s10649-011-9355-9.