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ERIC Number: ED496886
Record Type: Non-Journal
Publication Date: 2005-Jul
Pages: 8
Abstractor: Author
Reference Count: 11
ISBN: N/A
ISSN: N/A
A Sociocultural Analysis of Learning to Teach
Goos, Merrilyn
International Group for the Psychology of Mathematics Education, Paper presented at the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, Jul 10-15, 2005), v3 p49-56
This paper addresses the question of how teachers learn from experience during their pre-service course and early years of teaching. It outlines a theoretical framework that may help us better understand how teachers' professional identities emerge in practice. The framework adapts Vygotsky's Zone of Proximal Development, and Valsiner's Zone of Free Movement and Zone of Promoted Action, to the field of teacher education. The framework is used to analyse the pre-service and initial professional experiences of a novice secondary mathematics teacher in integrating computer and graphics calculator technologies into his classroom practice. (Contains 1 figure.) [For complete proceedings, see ED496848.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A