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What influences mathematics teacher educators’ decisions in course design : Activity theory and professional capital as an investigative approach
Oates, Greg Muir, Tracey Murphy, Carol Reaburn, Robyn Maher, Nicole
Oates, Greg
Muir, Tracey
Murphy, Carol
Reaburn, Robyn
Maher, Nicole
Abstract
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.
Keywords
Date
2021
Type
Book chapter
Journal
Book
The learning and development of mathematics teacher educators : International perspectives and challenges
Volume
Issue
Page Range
345-366
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled