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When You're with Me, I'm Learning: A Duoethnography of Teacher Educators' Identities in Relation to Observing Preservice Teachers' Emergent Mathematics Instruction

Artigo2021

Gwendolyn M. Lloyd; Andrea de Carle; Mary Jayne Coon-Kitt

Metadados apenas Página oficial: When You're with Me, I'm Learning: A Duoethnography of Teacher Educators' Identities in Relation to Observing Preservice Teachers' Emergent Mathematics Instruction (abre em nova aba)

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Resumo

This manuscript reports a collaborative self-study conducted by three teacher educators who carried out and discussed joint observations of mathematics instruction in preservice teachers' field experience classrooms. We investigated the teacher educator identities that influenced our perspectives on and interpretations of preservice teachers' mathematics instruction. A duoethnographic approach supported us in interrogating ourselves alongside one another and presenting our resulting analysis as a polyvocal dialogue. Transcripts illustrate key identities that shaped our classroom observations (methods course instructor, supervisor, teacher, and researcher) and evolving aspects of those identities (becoming an insider as a supervisor, an outsider-within as a researcher). The transformative stories reported here contribute needed insights into how mathematics teacher educators' identities relate to their practices as supervisors of preservice teachers, an area that has received scant attention in the mathematics teacher education literature.

Dados da obra

Tipo
Artigo
Periódico
International Journal of Science and Mathematics Education
Ano
2021
Idioma
en
Palavras-chave
Teacher Educators; Professional Identity; Correlation; Preservice Teachers; Mathematics Instruction; Observation; Teacher Supervision; Role Perception
Temas
Formação de Professores de Matemática
ISSN
1571-0068
Acesso
Metadados apenas
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
LLOYD, Gwendolyn M.; DE CARLE, Andrea; COON-KITT, Mary Jayne. When You're with Me, I'm Learning: A Duoethnography of Teacher Educators' Identities in Relation to Observing Preservice Teachers' Emergent Mathematics Instruction. International Journal of Science and Mathematics Education, 2021. Disponível em: http://dx.doi.org/10.1007/s10763-021-10162-5. Acesso em: 5 nov. 2026.

APA

Lloyd, G. M., de Carle, A., & Coon-Kitt, M. J. (2021). When You're with Me, I'm Learning: A Duoethnography of Teacher Educators' Identities in Relation to Observing Preservice Teachers' Emergent Mathematics Instruction. International Journal of Science and Mathematics Education. http://dx.doi.org/10.1007/s10763-021-10162-5

BibTeX
@article{lloyd2021,
  author = {Lloyd, Gwendolyn M. and de Carle, Andrea and Coon-Kitt, Mary Jayne},
  title = {When You're with Me, I'm Learning: A Duoethnography of Teacher Educators' Identities in Relation to Observing Preservice Teachers' Emergent Mathematics Instruction},
  year = {2021},
  journal = {International Journal of Science and Mathematics Education},
  url = {http://dx.doi.org/10.1007/s10763-021-10162-5},
  language = {en}
}
RIS
TY  - JOUR
AU  - Lloyd, Gwendolyn M.
AU  - de Carle, Andrea
AU  - Coon-Kitt, Mary Jayne
TI  - When You're with Me, I'm Learning: A Duoethnography of Teacher Educators' Identities in Relation to Observing Preservice Teachers' Emergent Mathematics Instruction
PY  - 2021
JO  - International Journal of Science and Mathematics Education
UR  - http://dx.doi.org/10.1007/s10763-021-10162-5
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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