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ERIC Number: EJ1087953
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 67
ISBN: N/A
ISSN: EISSN-2331-186X
Beyond Tokenism in the Field? On the Learning of a Mathematics Teacher Educator and Faculty Supervisor
Nolan, Kathleen
Cogent Education, v2 n1 Article 1065580 2015
Supervision of student teachers in their field experience is one of the practices that characterizes the work of many teacher educators. This paper takes up the issue of mathematics teacher education field experience, drawing on the conceptual tools of Bourdieu's social field theory to interpret data from a self-study on the role of supervision "in the field." The data storylines presented in this paper convey one mathematics teacher educator's efforts to disrupt and reconceptualize the network of relations in teacher education field experience, with a goal of understanding how one's professional practice as a supervisor might shape and influence a more dynamic view of these networks. The paper argues for taking a reflexive stance in teacher education, to reveal the habits and cultural capital shaping action in/of the field, and to support teacher educators as they trouble the discursive network of relations--represented in this paper through five storylines--of mathematics teacher education field experience and associated supervision.
Cogent OA. Available from: Taylor & Francis Group. 284 Park Square Milton Park, Abingdon, Oxfordshire, OX14 4RN, UK. Tel: +44-20-7017-6000; e-mail: info@CogentOA.com; Web site: http://cogentoa.tandfonline.com/journal/oaed20
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada