Search results for: Chauvot Jennifer B.
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Examining Beliefs and Practices of Self and Others: Pivotal Points for Change and Growth for Mathematics Teacher Educators
This self-study had two purposes. First, the authors were interested to examine their own beliefs and belief structures, including how these beliefs influenced their instructional practices. Second, the authors were interested to explore possible commonalities across their personal findings that could be identified as fundamental beliefs for all mathematics teacher educators that in turn might serve as tools for others’ growth. The authors identified four common fundamental beliefs about mathematics teacher education which they shared and which were instrumental in further examination of their own beliefs and practices: (1) mathematics is problematic and generated through sense-making; (2) a community of learners enhances learning; (3) mathematics teacher educators need to be explicitly aware of the learner in different contexts; and (4) teaching is complex at all levels.
Updated: Sep. 05, 2018
Grounding Practice in Scholarship, Grounding Scholarship in Practice: Knowledge of A Mathematics Teacher Educator–Researcher
This self-study draws from multiple frameworks of teacher knowledge to examine knowledge content, structure, and growth of a novice mathematics teacher educator-researcher (MTE-R). The study explores her knowledge content from her doctoral program into her third year of a tenure-track faculty position at a large southwestern United States university.
Updated: Mar. 30, 2009