Abstract
This paper explores an innovative methodology — self-study through narrative inquiry —
as a way of critically examining pedagogical practice in mathematics teacher education. A
unique feature of this self-study was the simultaneous use of narrative inquiry as a research
method and a pedagogical tool used with prospective teachers. By juxtaposing my own
learning experiences with prospective teachers’ learning into accounts of practice I have
reconceptualised my approach to mathematics teacher education in terms of establishing an
inquiry landscape for co-learning. Three core features of this landscape are outlined to
illustrate the potential of self-study to foster critical reflection that impacts on practice. The
implications for mathematics teacher educators, and the programs they develop, are
threaded throughout the paper.
Users
Please
log in to take part in the discussion (add own reviews or comments).