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 language | English |
|---|---|
| Title of host publication | MERGA 29 |
| Subtitle of host publication | Identities, cultures and learning spaces |
| Place of Publication | Adelaide |
| Publisher | MERGA Inc |
| Pages | 471-478 |
| Number of pages | 8 |
| ISBN (Electronic) | 1920846115 |
| Publication status | Published - 2006 |
| Event | Mathematics Education Research Group of Australasia (MERGA) Conference 2006 - Rydges Lakeside Hotel, Canberra, Australia Duration: 01 Jul 2006 → 05 Jul 2006 https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2006_MERGA_CP.aspx (conference proceedings) |
Conference
| Conference | Mathematics Education Research Group of Australasia (MERGA) Conference 2006 |
|---|---|
| Abbreviated title | Identities, Cultures and Learning Spaces |
| Country/Territory | Australia |
| City | Canberra |
| Period | 01/07/06 → 05/07/06 |
| Internet address |
|