How can we engage mathematics ITE students with research?
How can we engage mathematics ITE students with research?
In the Erasmus+ Research in Teacher Education (RiTE) project, student teachers are stimulated to use evidence from educational and scientific research to experiment and innovate their teaching and learning processes. In two case studies we use Engestrom’s expansive learning cycle. The first case study reports on the design and implementation of materials designed to enhance student teachers’ critical review of literature in the context of the post-graduate study that is incorporated within their teacher education. The second case study presents the design of collaborative lesson research that aims to foster authentic connections between school-based learning (teaching practice) and research that informs mathematics teaching and learning. We discuss the aims of research-informed mathematics teacher education at each site, demonstrate some of the approaches used and discuss tensions within the design and early implementation of the projects.
Bamber, Sally
550baf1a-65bc-41bc-adb3-06dda8755243
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8
11 May 2021
Bamber, Sally
550baf1a-65bc-41bc-adb3-06dda8755243
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8
Bamber, Sally and Bokhove, Christian
(2021)
How can we engage mathematics ITE students with research?
BSRLM Proceedings, 41 (1).
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Meeting abstract
Abstract
In the Erasmus+ Research in Teacher Education (RiTE) project, student teachers are stimulated to use evidence from educational and scientific research to experiment and innovate their teaching and learning processes. In two case studies we use Engestrom’s expansive learning cycle. The first case study reports on the design and implementation of materials designed to enhance student teachers’ critical review of literature in the context of the post-graduate study that is incorporated within their teacher education. The second case study presents the design of collaborative lesson research that aims to foster authentic connections between school-based learning (teaching practice) and research that informs mathematics teaching and learning. We discuss the aims of research-informed mathematics teacher education at each site, demonstrate some of the approaches used and discuss tensions within the design and early implementation of the projects.
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Accepted/In Press date: 27 April 2021
Published date: 11 May 2021
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Local EPrints ID: 448947
URI: http://eprints.soton.ac.uk/id/eprint/448947
PURE UUID: b691e5f6-2beb-4ac1-8149-7f0a17875f15
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Date deposited: 11 May 2021 17:11
Last modified: 17 Mar 2024 03:30
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Author:
Sally Bamber
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