The Influence of and Interactions Between Different Contexts in the Learning and Development of Mathematics Teacher Educators

Ingram, J.; Burn, K.; Fiddaman, J.; Penfold, C. and Tope, C. (2021). The Influence of and Interactions Between Different Contexts in the Learning and Development of Mathematics Teacher Educators. In: Goos, M. and Beswick, K. eds. The Learning and Development of Mathematics Teacher Educators. Cham: Springer, pp. 263–280.

DOI: https://doi.org/10.1007/978-3-030-62408-8_14

Abstract

Given the recent, extensive and rapid diversification within teacher education in England, mathematics teacher educators (MTEs) work in a wider variety of contexts than ever before. This chapter explores the perspectives of three MTEs working in very different contexts while undertaking a part-time Master’s programme focused on their work as teacher educators. We examine the influence of each specific context on the individual’s learning and development as a MTE, looking particularly at the interactions between the context of their work as a teacher educator and the context of their Master’s qualification, which requires them not only to engage with relevant and recent research and reflect regularly on their practice but also to conduct their own research into that practice. We report on the opportunities and constraints on professional learning that arise from these diverse contexts and from the way in which the two interact in the experience of the individual.

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