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ERIC Number: EJ1133340
Record Type: Journal
Publication Date: 2017-Apr
Pages: 18
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1386-4416
Unpacking Personal Identities for Teaching Mathematics within the Context of Prospective Teacher Education
Hodges, Thomas E.; Hodge, Lynn Liao
Journal of Mathematics Teacher Education, v20 n2 p101-118 Apr 2017
This article explores the personal identities of two prospective elementary teachers as they progressed from mathematics methods coursework into their capstone student teaching semester. Results indicate that both prospective teachers perceived contrasting obligations of effective mathematics teaching in the teacher education and student teaching contexts, yet came to reconcile these differences in different ways. Whereas one prospective teacher was able to oppose the obligations set forth in the student teaching context, the other complied with obligations in both the teacher education and student teaching contexts. Implications for teacher education include differentiated experiences and placements, methods design, and explicit foci on students' mathematical thinking.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A