Exploring the Identities of Hybrid Mathematics Teacher Educators
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Texto completo não localizado nas fontes consultadas. O registro é mantido pela pertinência.
Resumo
In many countries, pre-service secondary teacher education programs maintain strong disciplinary boundaries in their design and delivery. Future teachers of secondary school mathematics take courses on mathematics content in the university's mathematics department and courses on mathematics pedagogy in the education department, with little or no connection being made between these two forms of knowledge by the people who teach the separate courses. In this paper, we are interested in the experiences of mathematics teacher educators (MTEs) who do make these connections, by crossing the boundary between their respective disciplinary communities. We call these people "hybrid" MTEs. The aim of this paper is to explore how boundary crossing enables identity formation of hybrid MTEs. Analysis of semi-structured interviews with three hybrid MTEs working in Australia and the Czech Republic allowed us to compare the identity trajectories and boundary practices enabling them to connect, merge, or move between the communities of mathematics and mathematics education. Our research contributes to advancing knowledge in the field of mathematics education identity research. In addition, we argue that teacher education programs need to give more attention to enabling and encouraging collaboration between the mathematicians and mathematics educators who prepare future teachers.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of Mathematics Teacher Education
- Ano
- 2026
- Idioma
- en
- Palavras-chave
- Mathematics Teachers; Teacher Educators; Preservice Teacher Education; Secondary School Teachers; Professional Identity; Teaching Experience; Teacher Attitudes; Foreign Countries; Mathematics Education; Mathematics Instruction; Interdisciplinary Approach
- Temas
- Formação de Professores de Matemática
- ISSN
- 1386-4416
- Acesso
- Metadados apenas
- Fontes
- ERIC — Education Resources Information Center
- Na Biblioteca desde
- 01/11/2026 · verificada em 01/11/2026
Como citar
ABNT
MARSHMAN, Margaret; GOOS, Merrilyn. Exploring the Identities of Hybrid Mathematics Teacher Educators. Journal of Mathematics Teacher Education, 2026. Disponível em: http://dx.doi.org/10.1007/s10857-025-09705-2. Acesso em: 5 nov. 2026.
APA
Marshman, M., & Goos, M. (2026). Exploring the Identities of Hybrid Mathematics Teacher Educators. Journal of Mathematics Teacher Education. http://dx.doi.org/10.1007/s10857-025-09705-2
BibTeX
@article{marshman2026,
author = {Marshman, Margaret and Goos, Merrilyn},
title = {Exploring the Identities of Hybrid Mathematics Teacher Educators},
year = {2026},
journal = {Journal of Mathematics Teacher Education},
url = {http://dx.doi.org/10.1007/s10857-025-09705-2},
language = {en}
}RIS
TY - JOUR AU - Marshman, Margaret AU - Goos, Merrilyn TI - Exploring the Identities of Hybrid Mathematics Teacher Educators PY - 2026 JO - Journal of Mathematics Teacher Education UR - http://dx.doi.org/10.1007/s10857-025-09705-2 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
A legislação educacional e a inclusão de estudantes com o Transtorno do Espectro Autista – TEA no ensino de matemática
Cadernos Cajuína, v. 11, n. 9 · DOI 10.52641/cadcajv11i9.3567
Download disponível Baixar PDF na fonte: A legislação educacional e a inclusão de estudantes com o Transtorno do Espectro Autista – TEA no ensino de matemática (abre em nova aba) Acessar texto completo: A legislação educacional e a inclusão de estudantes com o Transtorno do Espectro Autista – TEA no ensino de matemática (abre em nova aba) -
Influence of preservice teacher education on mathematics teaching efficiency of beginning teachers
Teaching and Teacher Education, v. 180 · DOI 10.1016/j.tate.2026.105644
Acesso restrito -
PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS
Artefactum, v. 25, n. 8 · DOI 10.23900/artefactum.v25i8.3856
Download disponível Baixar PDF na fonte: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) Acessar texto completo: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) -
Senso de Medidas na Pré-Escola: uma Análise de Conteúdo das Concepções de Professores
Revista Baiana de Educação Matemática, v. 7, n. 1 · DOI 10.47207/rbem.v7i1.27884
-
Mancala e a Educação Antirracista: Saberes Africanos nos Anais do XIV Encontro Nacional de Educação Matemática
Encontro Baiano de Educação Matemática