Becoming a mathematics teacher : identity and identifications
Author(s)
Bibliographic Information
Becoming a mathematics teacher : identity and identifications
（Mathematics education library, v. 53）
Springer, c2011
- : hbk
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Note
Includes bibliographical references and index
Description and Table of Contents
Description
The book is centered on how major curriculum reform shapes mathematics and the professional practices of teachers. This book documents in real time the implementation of a major government numeracy programme and its receipt by trainee and new teachers. It documents the complete life span of that initiative. The account is targeted at an international readership in terms of how curriculum reform more generally shapes mathematics in schools and the practices of teachers. A key dimension of the book is an alternative view of mathematics education research in which the task of teacher development is understood at policy level where large numbers of teachers were interviewed to assess how policies were being processed through individuals. The book provides an easy and accessible commentary utilising contemporary theory to describe how such teachers reconcile their personal aspirations with the external demands they encounter in negotiating their identities as professional teachers.
Table of Contents
About the authors.- Acknowledgements.- 1. Introduction.- 2. Mathematics Teaching and Identity.- 2.1 Introduction.- 2.2 Hermeneutics To Psychoanalysis.- 2.3 Personal Aspirations Meet External Demands.- 3. How Teachers Learn: a Review of Research.- 3.1 Introduction.- 3.2 The Transition From Scholar To Authority.- 3.3 Conclusion.- 4. Becoming a Teacher: an English Case Study.- 4.1 Introduction.- 4.2 The Initial Teacher Education Reform Agenda.- 4.3 The School Context: The Rise and Fall of the Strategies.- 4.4 The Empirical Study.- 4.5 Conclusion.- 5 Theorising Teacher Identity.- 5.1 Analytical Strategies.- 5.2 Technologies of the Self.- 5.3 Regulating Consensus.- 6 The Shaping of School Mathematics.- 6.1 Introduction.- 6.2 The Social Framing of School Mathematics.- 6.3 The Secret of the Forms of School Mathematics.- 6.4 Conclusion.- 7 Implications for Practice.- 7.1 Introduction.- 7.2 Implications for Teacher Development.- 7.3 The Future of School Mathematics.- 7.4 The Research and Policy Environment.-References.- Index.
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