The return to university after fieldwork: toward disrupting practice-theory challenges identified by mathematics teacher educators
In this paper, we present on a research study that was framed in disruptive pedagogy (DP) to examine the post-field context of mathematics teacher educators’ (MTEs’) practices. We open by referring to common challenges discussed in the literature related to theory-practice transitions of prospective...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-06-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1129206/full |
| _version_ | 1797797759337627648 |
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| author | Annette Hessen Bjerke Kathleen Nolan Kathleen Nolan |
| author_facet | Annette Hessen Bjerke Kathleen Nolan Kathleen Nolan |
| author_sort | Annette Hessen Bjerke |
| collection | DOAJ |
| description | In this paper, we present on a research study that was framed in disruptive pedagogy (DP) to examine the post-field context of mathematics teacher educators’ (MTEs’) practices. We open by referring to common challenges discussed in the literature related to theory-practice transitions of prospective teachers (PTs) as they move from university courses to their field placement. After reviewing these challenges, we then shift our focus toward understanding what MTEs see as challenges in the post-field context of teacher education programs; that is, what practice-theory challenges are identified by MTEs as PTs make the transition from field back to university. Briefly, our thematic analysis suggests that, in the post-field context of teacher education programs, MTEs are challenged by organizational issues and institutional structures; by PTs’ return to the university armed with superficial placement stories and unexamined indicators of “good mathematics teaching”; and by the significant emphasis PTs place on mentor voices and ways of teaching, often including unfavorable views on the value of reform teaching. Simply put, MTEs expressed being challenged by PTs’ skepticism, resistance, and lack of conviction toward the role of the university. Additionally, MTEs reported being challenged by their own feelings of resignation that our analysis suggests stems from a growing list of challenges which can result in some MTEs stepping down and settling on a pragmatic approach to their post-field mathematics teaching. To close, implications for MTEs are discussed by pointing specifically to the potential of DP for unpacking practice-theory transitions and considering the creation of a post-field third space. |
| first_indexed | 2024-03-13T03:53:12Z |
| format | Article |
| id | doaj.art-c27a596f776b4d68b18943d23f994bf5 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-13T03:53:12Z |
| publishDate | 2023-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-c27a596f776b4d68b18943d23f994bf52023-06-22T09:37:37ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-06-01810.3389/feduc.2023.11292061129206The return to university after fieldwork: toward disrupting practice-theory challenges identified by mathematics teacher educatorsAnnette Hessen Bjerke0Kathleen Nolan1Kathleen Nolan2Department of Primary and Secondary Teacher Education, Faculty of Education and International Studies, Oslo Metropolitan University, Oslo, NorwayDepartment of Primary and Secondary Teacher Education, Faculty of Education and International Studies, Oslo Metropolitan University, Oslo, NorwayMathematics Education, Faculty of Education, University of Regina, Regina, SK, CanadaIn this paper, we present on a research study that was framed in disruptive pedagogy (DP) to examine the post-field context of mathematics teacher educators’ (MTEs’) practices. We open by referring to common challenges discussed in the literature related to theory-practice transitions of prospective teachers (PTs) as they move from university courses to their field placement. After reviewing these challenges, we then shift our focus toward understanding what MTEs see as challenges in the post-field context of teacher education programs; that is, what practice-theory challenges are identified by MTEs as PTs make the transition from field back to university. Briefly, our thematic analysis suggests that, in the post-field context of teacher education programs, MTEs are challenged by organizational issues and institutional structures; by PTs’ return to the university armed with superficial placement stories and unexamined indicators of “good mathematics teaching”; and by the significant emphasis PTs place on mentor voices and ways of teaching, often including unfavorable views on the value of reform teaching. Simply put, MTEs expressed being challenged by PTs’ skepticism, resistance, and lack of conviction toward the role of the university. Additionally, MTEs reported being challenged by their own feelings of resignation that our analysis suggests stems from a growing list of challenges which can result in some MTEs stepping down and settling on a pragmatic approach to their post-field mathematics teaching. To close, implications for MTEs are discussed by pointing specifically to the potential of DP for unpacking practice-theory transitions and considering the creation of a post-field third space.https://www.frontiersin.org/articles/10.3389/feduc.2023.1129206/fullmathematics teacher educatorchallengespost-field university contextdisruptive pedagogypractice-theory transitions |
| spellingShingle | Annette Hessen Bjerke Kathleen Nolan Kathleen Nolan The return to university after fieldwork: toward disrupting practice-theory challenges identified by mathematics teacher educators Frontiers in Education mathematics teacher educator challenges post-field university context disruptive pedagogy practice-theory transitions |
| title | The return to university after fieldwork: toward disrupting practice-theory challenges identified by mathematics teacher educators |
| title_full | The return to university after fieldwork: toward disrupting practice-theory challenges identified by mathematics teacher educators |
| title_fullStr | The return to university after fieldwork: toward disrupting practice-theory challenges identified by mathematics teacher educators |
| title_full_unstemmed | The return to university after fieldwork: toward disrupting practice-theory challenges identified by mathematics teacher educators |
| title_short | The return to university after fieldwork: toward disrupting practice-theory challenges identified by mathematics teacher educators |
| title_sort | return to university after fieldwork toward disrupting practice theory challenges identified by mathematics teacher educators |
| topic | mathematics teacher educator challenges post-field university context disruptive pedagogy practice-theory transitions |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1129206/full |
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