Professional experience in learning to teach secondary mathematics:Incorporating Pre-service teachers into a community of practice.

Cavanagh, M; Prescott, AE

Professional experience in learning to teach secondary mathematics:Incorporating Pre-service teachers into a community of practice.

Cavanagh, M Prescott, AE

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Publisher:: Mathematics Educational Research Group of Australasia
Publication Type:: Conference Proceeding
Citation:: Mathematics: Essential Research, Essential Practice Volume 1, 2007, pp. 182 - 191
Issue Date:: 2007-01

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Field	Value	Language
dc.contributor.author	Cavanagh, M	en_US
dc.contributor.author	Prescott, AE https://orcid.org/0000-0001-7976-3438	en_US
dc.contributor.editor	Watson, J	en_US
dc.contributor.editor	Beswick, K	en_US
dc.date	2007-07-03	en_US
dc.date.issued	2007-01	en_US
dc.identifier.citation	Mathematics: Essential Research, Essential Practice Volume 1, 2007, pp. 182 - 191	en_US
dc.identifier.isbn	978-1-920846-13-8	en_US
dc.identifier.uri	http://hdl.handle.net/10453/7476
dc.description.abstract	Wenger (1998) and Lave and Wenger (1991) developed a social theory of cognition in which learning takes place as a result of one s legitimate peripheral participation in a community of practice. In this paper, we apply Lave and Wenger s theory in learning to teach secondary mathematics. We report on clinical interview data concerning the practicum experiences of eight students enrolled in the Graduate Diploma in Education programs at two universities. Factors which influence the pre-service teachers classroom practice include the pedagogy of the supervising teacher, the academic ability of pupils, and concerns about classroom management.	en_US
dc.publisher	Mathematics Educational Research Group of Australasia	en_US
dc.relation.ispartof	Mathematics: Essential Research, Essential Practice Volume 1	en_US
dc.relation.ispartof	Mathematics: Essential research, essential practice	en_US
dc.title	Professional experience in learning to teach secondary mathematics:Incorporating Pre-service teachers into a community of practice.	en_US
dc.type	Conference Proceeding
utslib.location	Adelaide, Australia	en_US
utslib.location.activity	Hobart, Australia	en_US
utslib.for	130313 Teacher Education and Professional Development of Educators	en_US
utslib.for	130303 Education Assessment and Evaluation	en_US
utslib.for	130306 Educational Technology and Computing	en_US
dc.location.activity	Hobart, Australia	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	Adelaide, Australia	en_US
pubs.start-date	2007-07-03	en_US

Abstract:

Wenger (1998) and Lave and Wenger (1991) developed a social theory of cognition in which learning takes place as a result of one s legitimate peripheral participation in a community of practice. In this paper, we apply Lave and Wenger s theory in learning to teach secondary mathematics. We report on clinical interview data concerning the practicum experiences of eight students enrolled in the Graduate Diploma in Education programs at two universities. Factors which influence the pre-service teachers classroom practice include the pedagogy of the supervising teacher, the academic ability of pupils, and concerns about classroom management.

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http://hdl.handle.net/10453/7476