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What Influences Mathematics Teacher Educators' Decisions in Course Design: Activity Theory and Professional Capital as an Investigative Approach

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posted on 2023-05-22, 19:02 authored by Greg OatesGreg Oates, Tracey MuirTracey Muir, Carol MurphyCarol Murphy, Robyn ReaburnRobyn Reaburn, Nicole Maher
This chapter explores the potential of two theoretical perspectives to examine the factors that underpin decisions we make as mathematics teacher educators (MTEs) in the design of our courses. We report on discussions during initial meetings at the beginning of our review cycle to reassess the content, assessment and alignment of our three core mathematics pedagogy units in the Bachelor of Education (Primary) course. The discussions revealed a range of factors influencing the decisions we make about our courses and suggested we should investigate potential frameworks against which such decisions might be evaluated. We draw on two theoretical frameworks - activity theory and professional capital - to interpret the emerging themes in our decision-making process. In using these two theoretical models, we found we were better able to understand both the complexities of, and the tensions between, our agency and the need for alignment between the units we teach.

History

Publication title

The Learning and Development of Mathematics Teacher Educators

Editors

M Goos & K Beswick

Pagination

345-366

ISBN

978-3-030-62407-1

Department/School

Faculty of Education

Publisher

Springer

Place of publication

Cham, Switzerland

Extent

22

Rights statement

Copyright 2021 Springer Nature Switzerland AG

Repository Status

  • Restricted

Socio-economic Objectives

Pedagogy; Expanding knowledge in education