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Analyzing teachers’ narratives to identify potential impediments of professional development in mathematics

Year: 2024

Type: article

Abstract: This study explores two experienced teachers’ identifying narratives on teaching mathematics with problems in professional development. Data is from the Partners in practice project, which aims to support transition from traditional to progressive educational practices. The study investigates narratives of these teachers and how they align with dominant discourses of teaching in the field. Analysis suggests that both teachers are squeezed between their specific pedagogical discourses and more official pedagogical Discourses. Secondly, there is an unclear connection between the teachers’ discourses as learners and as teachers of mathematics.

Source: NOMAD Nordic Studies in Mathematics Education

DOI: 10.7146/nomad.v29i3-4.150754

Authors: Raymond Bjuland, Janne Fauskanger, Reidar Mosvold

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

OpenAlex ID: W4404855580

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