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ERIC Number: EJ827680
Record Type: Journal
Publication Date: 2009-Feb
Pages: 14
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-051X
Grounding Practice in Scholarship, Grounding Scholarship in Practice: Knowledge of a Mathematics Teacher Educator-Researcher
Chauvot, Jennifer B.
Teaching and Teacher Education: An International Journal of Research and Studies, v25 n2 p357-370 Feb 2009
Despite the acknowledged complexity of the expertise of teacher educators (Cochran-Smith, M. (2003). Learning and unlearning: the education of teacher educators. "Teaching and Teacher Education," 19, 5--28), there is limited research attending to what teacher educators need to know and how they develop this expertise. This self-study draws from multiple frameworks of teacher knowledge to investigate knowledge content, structure, and growth of a novice mathematics teacher educator-researcher (MTE-R) from her doctoral program into her third year of a tenure-track faculty position at a large southwestern United States university. Narrative inquiry was used to both examine past artifacts and create new data. The findings highlight how the multiple roles of MTE-Rs elicit different kinds of knowledge and how frameworks for studying mathematics teachers can be utilized for studying teacher educator-researchers. (Contains 8 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A