Pre-Service Mathematics Teaching in the Context of Schools: An Exploration into the Constitution of Identity

Autor/in	Walshaw, Margaret
Titel	Pre-Service Mathematics Teaching in the Context of Schools: An Exploration into the Constitution of Identity
Quelle	In: Journal of Mathematics Teacher Education, 7 (2004) 1, S.63-86 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1023/B:JMTE.0000009972.30248.9c
Schlagwörter	Mathematics Teachers; Preservice Teachers; Mathematics Instruction; Practicums; Pedagogical Content Knowledge; Student Teaching; Elementary School Mathematics; Knowledge Base for Teaching + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Practicum; Praktikum; Praktika; Pädagogische Kompetenz; Teaching practice; Unterrichtspraxis; Elementare Mathematik; Schulmathematik; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	This paper engages with poststructural ideas for a discussion on what it means to engage in pedagogical work in the context of elementary/primary school mathematics classrooms. Central to the analysis are the pre-service student and the part that the teaching practicum plays in the "making" of a teacher. Drawing on insights from the work of Foucault on power and subjectivity, instances of teaching knowledge in production, as interpreted by pre-service teachers, are examined. The view is towards developing theory from readings of specific regulatory strategies that impact powerfully on pre-service teachers' constructions of themselves as mathematics teachers. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10