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Preservice teachers’ expressed awarenesses: emerging threads of retro-spection of learning and pro-spection of teaching

Preservice teachers’ expressed awarenesses: emerging threads of retro-spection of learning and pro-spection of teaching
Preservice teachers’ expressed awarenesses: emerging threads of retro-spection of learning and pro-spection of teaching
In this paper, we report an enquiry into elementary preservice teachers’ learning, as they engage in doing mathematics for themselves. As a group of researchers working in elementary initial teacher education in English universities, we co-planned and taught sessions on growing pattern generalisation. Following the sessions, interviews of fifteen preservice teachers at two universities focused on their expressed awareness of their approach to the mathematical activity. Preservice teachers’ prospective planning and post-teaching evaluations of similar activities in their classrooms were also examined. We draw on aspects of enactivism and the notion of reflective ‘spection' in the context of teacher learning, tracing threads between preservice teachers’ retro-spection of learning and pro-spection of teaching. Our analysis indicates that increasing sensitivity to their own embodied processes of generalisation offers opportunities for novice teachers to respond deliberately, rather than to react impulsively, to different pedagogical possibilities. The paper contributes a new dimension to the discussion about the focus of novice elementary school teachers’ retrospective reflection by examining how deliberate retrospective analysis of doing mathematics, and not only of teaching actions, can develop awarenesses that underlie the growth of expertise in mathematics teaching. We argue that engaging preservice teachers in mathematics to support deliberate retrospective analysis of their mathematics learning and prospective consideration of the implications for teaching, can enable more critical pedagogical choices.
Enactivism, Preservice teachers, mathematics education, pro-spection, retro-spection, visual growing patterns
1386-4416
Voutsina, Chronoula
bd9934e7-f8e0-4b82-a664-a1fe48850082
Alderton, Julie
e7569e57-f7cf-4fca-9eab-61139dc52811
Wilson, Kirsty
4a071218-522a-45c1-a69d-9fa86e85502a
Ineson, Gwen
88422ece-edea-4b9a-9bc2-c025be54be68
Donaldson, Gina
78a36e57-afe6-450c-b849-8b3e8220d37e
Rowland, Tim
3210f781-83d0-41fe-81c3-2106d9088ee9
Voutsina, Chronoula
bd9934e7-f8e0-4b82-a664-a1fe48850082
Alderton, Julie
e7569e57-f7cf-4fca-9eab-61139dc52811
Wilson, Kirsty
4a071218-522a-45c1-a69d-9fa86e85502a
Ineson, Gwen
88422ece-edea-4b9a-9bc2-c025be54be68
Donaldson, Gina
78a36e57-afe6-450c-b849-8b3e8220d37e
Rowland, Tim
3210f781-83d0-41fe-81c3-2106d9088ee9

Voutsina, Chronoula, Alderton, Julie, Wilson, Kirsty, Ineson, Gwen, Donaldson, Gina and Rowland, Tim (2021) Preservice teachers’ expressed awarenesses: emerging threads of retro-spection of learning and pro-spection of teaching. Journal of Mathematics Teacher Education. (doi:10.1007/s10857-020-09484-y).

Record type: Article

Abstract

In this paper, we report an enquiry into elementary preservice teachers’ learning, as they engage in doing mathematics for themselves. As a group of researchers working in elementary initial teacher education in English universities, we co-planned and taught sessions on growing pattern generalisation. Following the sessions, interviews of fifteen preservice teachers at two universities focused on their expressed awareness of their approach to the mathematical activity. Preservice teachers’ prospective planning and post-teaching evaluations of similar activities in their classrooms were also examined. We draw on aspects of enactivism and the notion of reflective ‘spection' in the context of teacher learning, tracing threads between preservice teachers’ retro-spection of learning and pro-spection of teaching. Our analysis indicates that increasing sensitivity to their own embodied processes of generalisation offers opportunities for novice teachers to respond deliberately, rather than to react impulsively, to different pedagogical possibilities. The paper contributes a new dimension to the discussion about the focus of novice elementary school teachers’ retrospective reflection by examining how deliberate retrospective analysis of doing mathematics, and not only of teaching actions, can develop awarenesses that underlie the growth of expertise in mathematics teaching. We argue that engaging preservice teachers in mathematics to support deliberate retrospective analysis of their mathematics learning and prospective consideration of the implications for teaching, can enable more critical pedagogical choices.

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More information

Accepted/In Press date: 8 December 2020
e-pub ahead of print date: 25 January 2021
Published date: 25 January 2021
Additional Information: Publisher Copyright: © 2021, The Author(s).
Keywords: Enactivism, Preservice teachers, mathematics education, pro-spection, retro-spection, visual growing patterns

Identifiers

Local EPrints ID: 445875
URI: http://eprints.soton.ac.uk/id/eprint/445875
ISSN: 1386-4416
PURE UUID: 3c19ef2e-3d18-43a3-95f2-83e8c3c657cf
ORCID for Chronoula Voutsina: ORCID iD orcid.org/0000-0003-2196-5816

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Date deposited: 13 Jan 2021 17:30
Last modified: 29 Nov 2022 02:39

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Contributors

Author: Julie Alderton
Author: Kirsty Wilson
Author: Gwen Ineson
Author: Gina Donaldson
Author: Tim Rowland

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