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ERIC Number: EJ818691
Record Type: Journal
Publication Date: 2008-Jun
Pages: 12
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0258-2236
An Analytical Framework for Mathematics Teacher Education from a Critical Perspective
Vithal, Renuka
Perspectives in Education, v26 n2 p29-40 Jun 2008
Whereas there has been considerable advancement in the last few decades with regard to theories and practices in mathematics education from a critical perspective, very little is known about what it means to prepare teachers for such approaches. In this article I undertake a retrospective, reflexive analysis of my praxis as a teacher educator over the past decade, particularly when introducing an innovation such as project work to prospective primary mathematics teachers within what may be referred to as a social cultural political approach to a mathematics curriculum. Drawing on theoretical methodological tools developed for researching mathematics education from a critical perspective, I reinterpret these for building an analytical framework for mathematics teacher education from the same perspective--as an imagined praxis, an actual praxis and an arranged praxis. I then discuss the qualities that connect and transform these teacher education praxes and conclude with reflections on the consequences for student teachers' learning and actions when one of these dominates a teacher educator's curriculum.
Perspectives in Education. Faculty of Education, University of Pretoria, Pretoria 0002, South Africa. Tel: +27-12-420-4732; Fax: +27-12-420-3003; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A