Self-study in mathematics teacher education

Schuck, S; Brandenburg, R

Self-study in mathematics teacher education

Schuck, S

Brandenburg, R

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Publisher:: Springer Nature
Publication Type:: Chapter
Citation:: 2nd International Handbook of Self-Study of Teaching and Teacher Education,, 2020, 1, 1 pp. 1 - 29
Issue Date:: 2020-01-01

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Field	Value	Language
dc.contributor.author	Schuck, S https://orcid.org/0000-0001-7482-0480	en_US
dc.contributor.author	Brandenburg, R	en_US
dc.contributor.editor	Kitchen, J	en_US
dc.contributor.editor	Berry, A	en_US
dc.contributor.editor	Bullock, SM	en_US
dc.contributor.editor	Crowe, A	en_US
dc.contributor.editor	Taylor, M	en_US
dc.contributor.editor	Guðjónsdóttir, H	en_US
dc.contributor.editor	Thomas, L	en_US
dc.date.issued	2020-01-01	en_US
dc.identifier.citation	2nd International Handbook of Self-Study of Teaching and Teacher Education,, 2020, 1, 1 pp. 1 - 29	en_US
dc.identifier.isbn	978-981-13-6881-3	en_US
dc.identifier.uri	http://hdl.handle.net/10453/136321
dc.description.abstract	Self-study of teacher education practices is aimed at improvement of teacher education. Given the need identified in the literature for reform in mathematics education, self-study serves an important role in supporting teacher educators to reflect on and enhance their practice. This chapter analyzes the literature concerning self-study in this area. It identifies and discusses the range of articles, chapters, and conference proceedings that consider the self-study of teacher education practices in mathematics education. The chapter begins with an overview of existing issues discussed in mathematics education research and then moves to an examination of the contributions of self-study to resolving such issues. The chapter provides an analysis of the processes used to identify self-studies in this area. The value of self-study in mathematics teacher education is articulated. Four themes are considered: challenging beliefs, pedagogical approaches and methods, collaboration, and mathematics educators’ journeys. Studies are grouped under these themes, and their contributions to the themes are identified. Approaches used by authors are discussed, and limitations of the studies are noted. Suggestions for future self-study research in mathematics teacher education are suggested.	en_US
dc.publisher	Springer Nature	en_US
dc.relation.ispartof	2nd International Handbook of Self-Study of Teaching and Teacher Education,	en_US
dc.relation.isbasedon	10.1007/978-981-13-1710-1_29-1	en_US
dc.title	Self-study in mathematics teacher education	en_US
dc.type	Chapter
utslib.citation.volume	1	en_US
utslib.location	Singapore	en_US
utslib.citation.edition	1	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.edition	1	en_US
pubs.place-of-publication	Singapore	en_US
pubs.publication-status	Published online	en_US
pubs.volume	1	en_US

Abstract:

Self-study of teacher education practices is aimed at improvement of teacher education. Given the need identified in the literature for reform in mathematics education, self-study serves an important role in supporting teacher educators to reflect on and enhance their practice. This chapter analyzes the literature concerning self-study in this area. It identifies and discusses the range of articles, chapters, and conference proceedings that consider the self-study of teacher education practices in mathematics education. The chapter begins with an overview of existing issues discussed in mathematics education research and then moves to an examination of the contributions of self-study to resolving such issues. The chapter provides an analysis of the processes used to identify self-studies in this area. The value of self-study in mathematics teacher education is articulated. Four themes are considered: challenging beliefs, pedagogical approaches and methods, collaboration, and mathematics educators’ journeys. Studies are grouped under these themes, and their contributions to the themes are identified. Approaches used by authors are discussed, and limitations of the studies are noted. Suggestions for future self-study research in mathematics teacher education are suggested.

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http://hdl.handle.net/10453/136321