Self-study through narrative inquiry: fostering identity in mathematics teacher education

Tracey Smith

    Research output: Book chapter/Published conference paperConference paperpeer-review

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    Abstract

    This paper explores an innovative methodology ' self-study through narrative inquiry ' as a way of critically examining pedagogical practice in mathematics teacher education. A unique feature of this self-study was the simultaneous use of narrative inquiry as a research method and a pedagogical tool used with prospective teachers. By juxtaposing my own learning experiences with prospective teachers' learning into accounts of practice I have reconceptualised my approach to mathematics teacher education in terms of establishing an inquiry landscape for co-learning. Three core features of this landscape are outlined to illustrate the potential of self-study to foster critical reflection that impacts on practice. The implications for mathematics teacher educators, and the programs they develop, are threaded throughout the paper.
    Original languageEnglish
    Title of host publicationMERGA 29
    Subtitle of host publicationIdentities, cultures and learning spaces
    Place of PublicationAdelaide
    PublisherMERGA Inc
    Pages471-478
    Number of pages8
    ISBN (Electronic)1920846115
    Publication statusPublished - 2006
    EventMathematics Education Research Group of Australasia (MERGA) Conference 2006 - Rydges Lakeside Hotel, Canberra, Australia
    Duration: 01 Jul 200605 Jul 2006
    https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2006_MERGA_CP.aspx (conference proceedings)

    Conference

    ConferenceMathematics Education Research Group of Australasia (MERGA) Conference 2006
    Abbreviated titleIdentities, Cultures and Learning Spaces
    Country/TerritoryAustralia
    CityCanberra
    Period01/07/0605/07/06
    Internet address

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