File(s) under permanent embargo
Changing teachers’ practices through exploratory talk in mathematics: A discursive pedagogical perspective
This paper presents data collected as part of an intervention research project to develop exploratory talk and collaborative group work with six and seven year-old students in mathematics. A discursive approach was used to analyse and interpret variations in the way that three casestudy teachers, involved in the project, managed the group work and developed the students’ talk. Analysis suggested that the intervention required, not just a change in practice, also but a shift in ideologies for these teachers. Ideologies are seen as discourses that legitimate and maintain a social pattern, and the paper explores how a research-based intervention can create conflicts between researchers’ and teachers’ ideologies.
History
Publication title
The Australian Journal of Teacher EducationVolume
40Issue
5Pagination
61-84ISSN
1835-517XDepartment/School
Faculty of EducationPublisher
Social Science PressPlace of publication
AustraliaRights statement
Copyright 2015 ECURepository Status
- Restricted