Resisting complacency: my teaching through an outsider's eyes.

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dc.contributor.author Schuck, SR
dc.contributor.editor Schuck, S
dc.contributor.editor Pereira, P
dc.date.accessioned 2012-10-12T03:31:57Z
dc.date.issued 2011-01
dc.identifier.citation What counts in teaching mathematics: Adding value to self and content, 2011, 1, pp. 61 - 73
dc.identifier.isbn 978-94-007-0460-2
dc.identifier.other B1 en_US
dc.identifier.uri http://hdl.handle.net/10453/17806
dc.description.abstract As an experienced mathematics teacher educator, how can I creatively disrupt my current practices? In this chapter I describe what happened when I invited a teacher educator of social studies into my classroom to help me challenge my assumptions and reframe my practice. Would a critical friend, with similar passions about teacher education but a different discipline expertise, help me to see things that a colleague from maths education might not see? Certain issues arose in our discussions, including my nervousness before classes, my efforts to build a safe and welcoming environment for the students, the relative importance of our different subject areas, the aims we each hold for our classes, and our thoughts about control. I found that my ideas of maths teaching, highly influenced by reform notions of maths education, needed to be made more visible to my critical friend. This gave me important insights into the assumptions I hold that might need to be made more explicit to my students. The critical friendship did disrupt my complacency, and it also stimulated my thinking about my aims for my teaching and for my students' learning. For both of us, the critical friendship contributed a different set of lenses with which to view our teaching.
dc.publisher Springer
dc.relation.isbasedon 10.1007/978-94-007-0461-9_5
dc.title Resisting complacency: my teaching through an outsider's eyes.
dc.type Chapter
dc.parent What counts in teaching mathematics: Adding value to self and content
dc.journal.number en_US
dc.publocation Dordrecht, The Netherlands en_US
dc.publocation Dordrecht, The Netherlands
dc.publocation Dordrecht, The Netherlands
dc.identifier.startpage 61 en_US
dc.identifier.endpage 73 en_US
dc.cauo.name FASS.Faculty of Arts and Social Sciences en_US
dc.conference Verified OK en_US
dc.for 130208 Mathematics and Numeracy Curriculum and Pedagogy
dc.personcode 867558
dc.percentage 100 en_US
dc.classification.name Mathematics and Numeracy Curriculum and Pedagogy en_US
dc.classification.type FOR-08 en_US
dc.edition 1 en_US
dc.edition 1
dc.edition 1
dc.custom en_US
dc.date.activity en_US
dc.location.activity en_US
dc.description.keywords Critical friend, mathematics education, complacency, teacher education
dc.description.keywords Critical friend, mathematics education, complacency, teacher education
pubs.embargo.period Not known
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/Faculty of Arts and Social Sciences/Education Group
pubs.organisational-group /University of Technology Sydney/Strength - Research in Learning and Change
utslib.copyright.status Closed Access
utslib.copyright.date 2015-04-15 12:17:09.805752+10
utslib.copyright.date 2015-04-15 12:17:09.805752+10
pubs.consider-herdc true
pubs.consider-herdc true
utslib.collection.history Closed (ID: 3)


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