Self-Study Through Narrative Inquiry: Fostering Identity in Mathematics Teacher Education
T. Smith. Identities, Cultures and Learning Spaces, (2006)
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.
%0 Journal Article
%1 smith2006sst
%A Smith, Tracey
%D 2006
%J Identities, Cultures and Learning Spaces
%K cerme6 education inquiry learning mathematics methodology narrative research teaching
%P 471-478
%T Self-Study Through Narrative Inquiry: Fostering Identity in Mathematics Teacher Education
%U http://www.merga.net.au/documents/RP542006.pdf
%X 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.
@article{smith2006sst,
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.},
added-at = {2009-07-10T18:43:56.000+0200},
author = {Smith, Tracey},
biburl = {https://www.bibsonomy.org/bibtex/2cd99bb37ddce64a7394eaad655367ba6/yish},
interhash = {bcb19551cf7eecb6bd18768e8ed14193},
intrahash = {cd99bb37ddce64a7394eaad655367ba6},
journal = {Identities, Cultures and Learning Spaces},
keywords = {cerme6 education inquiry learning mathematics methodology narrative research teaching},
pages = {471-478},
timestamp = {2009-07-10T18:43:56.000+0200},
title = {Self-Study Through Narrative Inquiry: Fostering Identity in Mathematics Teacher Education},
url = {http://www.merga.net.au/documents/RP542006.pdf},
year = 2006
}