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ERIC Number: EJ822161
Record Type: Journal
Publication Date: 2004
Pages: 14
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1047-6210
(Re)Producing Mathematics Educators: A Sociological Perspective
Noyes, Andrew
Teaching Education, v15 n3 p243-256 2004
What difference do teacher educators really make? This paper explores the role of mathematics student-teachers' pre-training dispositions (habitus) in reproducing classroom practice, and the effect of different training contexts (habitat) upon what Bourdieu called "dispositional harmonisation". These Bourdieuan concepts are mobilised to examine aspects of pre-service teacher education, students' emerging teaching dispositions and the sociogeographical distribution of new mathematics teachers in the United Kingdom. This small-scale study suggests that it may be difficult for teacher-educators to influence the long-term practices of new teachers, by indicating how educational inequality is perpetuated through the positioning of new teachers in their "natural" teaching habitats. Finally, I examine the need for further research and the potential for disrupting these processes of social and pedagogical reproduction and consider the need to develop critical forms of mathematics teacher education. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom