Tracing threads of awareness in initial teacher education: Peer-collaboration.
Tracing threads of awareness in initial teacher education: Peer-collaboration.
This paper reports on a UK project exploring the learning of preservice primary teachers whilst they engaged in doing mathematics and how this experience shaped their subsequent teaching. During university-based sessions, we presented a number of visual growing patterns for preservice teachers to investigate collaboratively and to consider possible approaches to use in their teaching. 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 their own learning and pro-spection of their approach to teaching. Our findings suggest that preservice teachers emphasize the importance of collaboration in ‘seeing’ what others ‘see’ and that this influences their teaching.
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Ineson, Gwen
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Alderton, Julie
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Voutsina, Chronoula
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Wilson, Kirsty
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Donaldson, Gina
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Rowland, Tim
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Ineson, Gwen
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Alderton, Julie
e7569e57-f7cf-4fca-9eab-61139dc52811
Voutsina, Chronoula
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Wilson, Kirsty
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Donaldson, Gina
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Rowland, Tim
3210f781-83d0-41fe-81c3-2106d9088ee9
Ineson, Gwen, Alderton, Julie, Voutsina, Chronoula, Wilson, Kirsty, Donaldson, Gina and Rowland, Tim
(2019)
Tracing threads of awareness in initial teacher education: Peer-collaboration.
The 14th International Congress on Mathematical Education <br/>Shanghai, 11th ‒18th July, 2021<br/>, China.
11 - 18 Jul 2021.
.
(In Press)
Record type:
Conference or Workshop Item
(Paper)
Abstract
This paper reports on a UK project exploring the learning of preservice primary teachers whilst they engaged in doing mathematics and how this experience shaped their subsequent teaching. During university-based sessions, we presented a number of visual growing patterns for preservice teachers to investigate collaboratively and to consider possible approaches to use in their teaching. 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 their own learning and pro-spection of their approach to teaching. Our findings suggest that preservice teachers emphasize the importance of collaboration in ‘seeing’ what others ‘see’ and that this influences their teaching.
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ICME 2021 paper_Authors' version-as accepted following peer review
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Accepted/In Press date: 20 November 2019
Venue - Dates:
The 14th International Congress on Mathematical Education <br/>Shanghai, 11th ‒18th July, 2021<br/>, China, 2021-07-11 - 2021-07-18
Identifiers
Local EPrints ID: 450174
URI: http://eprints.soton.ac.uk/id/eprint/450174
PURE UUID: 41e1262c-c6aa-4e08-af58-b72c7a004850
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Date deposited: 14 Jul 2021 16:49
Last modified: 17 Mar 2024 03:02
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Contributors
Author:
Gwen Ineson
Author:
Julie Alderton
Author:
Kirsty Wilson
Author:
Gina Donaldson
Author:
Tim Rowland
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