Theory and the Role of the Mathematics Teacher Educator: comparing the use of video in teacher education sessions in France and England
In this article, we compare and contrast practice-based approaches to using video in the context of mathematics primary and secondary teacher education. We look across country boundaries, with a focus on theory, in relation to the role of the mathematics teacher educator. We place the article in the...
Αποθηκεύτηκε σε:
| Τόπος έκδοσης: | URI:https://journals.openedition.org/adsc, |
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| Κύριοι συγγραφείς: | , , |
| Μορφή: | Article ou chapitre numérique |
| Γλώσσα: | Anglais |
| Έκδοση: |
Annales de Didactique et de Sciences Cognitives
2022
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| Θέματα: | |
| Διαθέσιμο Online: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Περίληψη: | In this article, we compare and contrast practice-based approaches to using video in the context of mathematics primary and secondary teacher education. We look across country boundaries, with a focus on theory, in relation to the role of the mathematics teacher educator. We place the article in the context of developing interest in the facilitation of professional learning of mathematics teachers using video. In contrasting our different practices, we ask: what guides the planning of video sessions? what guides the action of facilitators during sessions? and, what are the intentions, in terms of teacher learning? We uncover similarities and differences in our practices which we theorise in terms of our espoused, enacted and intended theories, as mathematics teacher educators. |
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