eric.ed.gov har udgivet: This paper presents an analysis of pre-service teachers’ reflections on the consequences of their perceived public humiliation in school mathematics classrooms, based on Torres and Bergner’s (2010) model of the stages of humiliation. It analyses two examples of preservice teachers’ critical incident reflections from studies at two Australian universities. This research contributes to the frameworks through which primary pre-service teachers’ mathematics anxiety, and its implications for their identity development, might be understood. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract During 1881, the British logicians John Venn and Hugh MacColl engaged in a brief dispute in Nature about ‘symbolical logic’. The letters to the editor shed interesting light on the early reception of MacColl’s contributions to logic and his position in the logical community of the Victorian era. Drawing on the correspondence between Venn and William Stanley Jevons, this paper analyzes the background and context of these letters, adding to the recent interest in the social dimensions of the development of British algebraic logic in the confusing intermediary period between the 1870s and 1890s. Link til kilde
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sciencedirect.com har udgivet: Highlights • Rhizomatics and self-study of teacher education practices produced non-linear insights on becoming teacher educators. • Teacher educators were becoming collaborative, accountable, and innovative. • Collaborative self-study of teacher education practices supported intra-departmental professional learning. Abstract The purpose of this research was to explore how we were becoming teacher educators as we built and engaged in relationships through collaborative teaching and research practice. By engaging with collaborative self-study as methodology-pedagogy and rhizomatics, our data pertaining to teaching-research (i.e., group and pair meetings, reflective diaries) highlight how collaborative self-study produced evolving and meaningful practices, learning, and relationships that resulted in our becoming collaborative, committed, and innovative teacher educators. This study demonstrates the potential of using collaborative self-study together with relational and non-linear frameworks such as rhizomatics to… Continue Reading →
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