On noticing (and) the theory-practice nexus in mathematics teacher education: Conceptualizing new Bourdieuian fields of social practice in field experience

Kathleen T Nolan

Abstract


Through a teacher educator’s study of her own practice as a faculty advisor (university supervisor), this paper focuses on studying theory-practice transitions with respect to mathematics pre-service teacher field experience. The purpose of the research study was to disrupt traditional discourses on these theory-practice transitions by reconceptualising the role of the faculty advisor through the development of a Teacher-Intern-Faculty Advisor (TIFA) Learning Community. Drawing on Bourdieu’s social field theory, this paper establishes the TIFA community as a productive space of collaboration and dialogue on the process of becoming a mathematics teacher. The paper proposes that this productive space functions as a new Bourdieuian field which rests in the theory-practice nexus and holds promise for deconstructing the scripts of fields in pre-service teacher education.


Keywords


pre-service teachers; field experience; mathematics teacher educator; Bourdieu; self-study

References


Anthony, G., Cooke, A., & Muir, T. (2016). Challenges, reforms, and learning in initial teacher education. In K. Maker, et al. (Eds.), Research in Mathematics Education in Australasia 2012-2015 (pp. 305-327). Singapore: Springer.

Beck, C., & Kosnik, C. (2006). Innovations in teacher education: A social constructivist approach. New York: SUNY Press

Bergsten, C., & Grevholm, B. (2008). Knowledgeable teacher educators and linking practices. In B. Jaworski, & T. Wood (Eds.), The mathematics teacher educator as a developing professional (pp. 223-246). The International Handbook of Mathematics Teacher Education, Volume 4. Rotterdam: Sense Publishers

Beswick, K., & Muir, T. (2013). Making connections: Lessons on the use of video in pre-service teacher education. Mathematics Teacher Education and Development, 15(2), 27-51.

Bourdieu, P. (1977). Outline of a theory of practice (Trans: R. Nice.). Cambridge: Cambridge University Press.

Bourdieu, P. (1990a). The logic of practice (R. Nice, Trans.). Cambridge: Polity Press.

Bourdieu, P. (1990b). In other words: Essays towards a reflexive sociology. (Translation by Matthew Adamson). Cambridge: Polity Press.

Bourdieu, P. (1998). Practical reason: On the theory of action. Stanford, CA: Stanford

University Press.

Bourdieu, P. (2008). Sketch for self-analysis (Translation by R. Nice). Chicago: The University of Chicago Press.

Bourdieu, P., & Wacquant, L. (1992). An invitation to reflexive sociology. Chicago, IL: The University of Chicago Press.

Britzman, D. (2000). Teacher education in the confusion of our times. Journal of Teacher Education, 51(3), 200-205

Britzman, D. (2003). Practice makes practice: A critical study of learning to teach (revised edition). New York: State University of New York Pres

Britzman, D. (2009). The poetics of supervision: A psychoanalytical experiment for teacher education. Changing English: Studies in Culture and Education, 16(4), 385-396.

Brown, T. (2008). Comforting narratives of compliance: Psychoanalytic perspectives on new teacher responses to mathematics policy reform. In E. de Freitas & K. Nolan (Eds.), Opening the research text: Critical insights and in(ter)ventions into mathematics education (pp. 97–109). New York, NY: Springer

Bullough, R., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self study research. Educational Researcher, 30(3), 13–21.

Bullough, R., Young, J., Erickson, L., Birrell, J., Clark, D., & Egan, M. (2002). Rethinking field experience partnership teaching versus single-placement teaching. Journal of Teacher Education, 53(1), 68-80.

Cavanagh, M., & McMaster, H. (2015). A professional experience learning community for secondary mathematics: Developing pre-service teachers’ reflective practice. Mathematics Education Research Journal, 27, 471-490.

Clarke, A., Triggs, V., & Nielsen, W. (2013). Cooperating teacher participation in teacher education: A review of the literature. Review of Educational Research, 20(10), 1-40.

Cochran-Smith, M., & Lytle, S. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249-306.

Coles, A. (2013). Being alongside for the teaching and learning of mathematics. Rotterdam: Sense Publishers.

Doig, B., & Groves, S. (2011). Japanese lesson study: Teacher professional development through communities of inquiry. Mathematics Teacher Education and Development, 13(1), 77-93.

Ferguson, J., & Lindo, L. (2013). Practicum PLUS: An alternative design for pre-service teacher engagement. Education Canada, 53(4), 23-25.

Garrett, J. (2012). Rethinking the spaces of supervision: Psychoanalytic considerations. In A. Cuenca (Ed.), Supervising Student Teachers: Issues, Perspectives and Future Directions (pp. 157-168). Rotterdam: Sense Publishers.

Grenfell, M. (1996). Bourdieu and initial teacher education: A post-structuralist approach. British Educational Research Journal, 22(3), 287-303.

Grenfell, M. (Ed.). (2008). Pierre Bourdieu: Key concepts. Stocksfield: Acumen.

Ineson, G., Voutsina, C., Fielding, H., Baber, P., & Rowland, T. (2015). Deconstructing ‘good practice’ teaching videos: An analysis of pre-service teachers’ reflections. Mathematics Teacher Education and Development, 17(2), 45-63.

Jackson, C., & Povey, H. (2015). "Doing what comes naturally" in mathematics education? The role of social class in pre-service teachers' responses to innovative mathematics pedagogies. Mathematics Teacher Education and Development, 17(2), 1099-212.

Lewis, J. (2016). Learning to lead, leading to learn: How facilitators learn to lead lesson study. ZDM Mathematics Education, 48, 527–540

Loughran, J. (2007). Researching teacher education practices: Responding to the challenges, demands, and expectations of self-study. Journal of Teacher Education, 58, 12–20. http://dx.doi.org/10.1177/0022487106296217

Malderez, A., Hobson, A. , Tracey, L., & Kerr, K. (2007). Becoming a student teacher: Core features of the experience. European Journal of Teacher Education, 30(3), 225-248.

Mason, J. (2002). Researching your own practice: The discipline of noticing. London: Routledge.

Mason, J. (2011). Noticing: Roots and branches. In M. Sherin, V. Jacobs, & R. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 35-50). NY: Routledge.

Nolan, K. (2010). Playing the field(s) of mathematics education: A teacher educator’s journey into pedagogical and paradoxical possibilities. In M. Walshaw (Ed.), Unpacking Pedagogy: New Perspectives for Mathematics Classrooms (pp. 153-173). Charlotte, NC: Information Age Publishing Inc.

Nolan, K. (2012). Dispositions in the field: Viewing mathematics teacher education field experiences through the lens of Bourdieu’s social field theory. Educational Studies in Mathematics, 80 (1/2), 201-215. DOI: 10.1007/s10649-011-9355-9

Nolan, K. (2015). Beyond tokenism in the field? On the learning of a mathematics teacher educator and faculty supervisor. Cogent Education, 2: 1065580. http://dx.doi.org/10.1080/2331186X.2015.1065580

Nolan, K. (2016). Stimulating conversations between theory and methodology in mathematics teacher education research: Inviting Bourdieu into self-study research. In M. Murphy & C. Costa (Eds.), Theory as method in research: On Bourdieu, social theory and education (pp. 171-190). UK: Routledge.

Nolan, K. (forthcoming). Venn diagrams and fields of play: Conceptualizing Bourdieuian fields in teacher education field experience. Manuscript in preparation.

Nolan, K., & Walshaw, M. (2012). Playing the game: A Bourdieuian perspective of pre-service inquiry teaching. Teaching Education, 23(4), 345-363.

Noyes, A. (2004). (Re)producing mathematics educators: A sociological perspective. Teaching

Education, 15(3), 243–256.

Rawolle, S., & Lingard, B. (2008). The sociology of Pierre Bourdieu and researching educational policy. Journal of Educational Policy, 23(6), 729-741.

Reynolds, R., Ferguson-Patrick, K., & McCormack, A. (2013). Dancing in the ditches: Reflecting on the capacity of a university/school partnership to clarify the role of a teacher educator. European Journal of Teacher Education, 36(3), 307-319.

Samaras, A. (2002). Self-study for teacher educators: Crafting a pedagogy for educational change. New York: Peter Lang.

Schack, E., Fisher, M., & Wilhelm, J. (Editors) (2017). Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks. NY: Springer.

Sherin, M., Jacobs, V., & Philipp, R. (2011). Mathematics teacher noticing: Seeing through teachers’ eyes. NY: Routledge.

Thomson, P. (2008). Field. In M. Grenfell (Ed.), Pierre Bourdieu: Key concepts (pp. 67–81). Stocksfield: Acumen.

Van de Ven, P-H. (2011). Reflections from a ‘Dutch’ perspective. In M. Mattsson, T. Eilertsen, & R. Rorrison (Eds.), A Practicum Turn in Teacher Education (pp. 189-210). Rotterdam: Sense Publishers.

van Es, E., & Sherin, M. (2008). Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and Teacher Education, 24, 244-276.

Warde, A. (2004). Practice and field: Revising Bourdieusian concepts. Centre for Research on Innovation and Competition (CRIC) Discussion Paper No. 65. Manchester, UK: The University of Manchester.

Wasserman, N., & Ham, E. (2013). Beginning teachers' perspectives on attributes for teaching secondary mathematics: Reflections on teacher education. Mathematics Teacher Education and Development, 15(2), 70-96.

Widjaja, W., Vale, C., Groves, S., & Doig, B. (2017). Teachers’ professional growth through engagement with lesson study. Journal of Mathematics Teacher Education, 20, 357–383.

Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1-2), 89-99.


Full Text: PDF

Refbacks

  • There are currently no refbacks.