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The configuration of teacher education as a professional field of practice: a comparative study of mathematics education

Tatto, M.T and Hordern, J (2017) 'The configuration of teacher education as a professional field of practice: a comparative study of mathematics education.' In: Whitty, G and Furlong, J, eds. Knowledge and the study of education: an international exploration. Symposium, Didcot, pp. 255-274. ISBN 9781873927977

Abstract

Using a comparative approach, the authors analyse the role of educational studies in the secondary teacher education curriculum in Germany, Poland, Singapore and the USA. The data come from an analysis of syllabi from cross-national representative samples of pre-service programmes. The analysis focused on the emphasis given by programmes to five domains typically considered as essential elements of teacher education: the knowledge of the discipline, the knowledge of the school curriculum for the discipline, the pedagogy of the discipline, the general pedagogy (or education studies), and the practicum. The discipline of interest in this case is mathematics because it has a relatively 'uniform' grammar across nations. Using Bernstein's sociology of knowledge, the authors discuss the differential emphases given to these domains within and across countries as an expression of the re-contextualisation of knowledge from singulars to regions - for instance how the educational foundation disciplines and elements of mathematical knowledge are recontextualised to address a particular problem of practice: how to prepare knowledgeable secondary teachers of mathematics. These results are considered in the light of national and global accountability discourses that prioritise some 'knowledges' over others and the implications for the future of 'education(al' studies.

Item Type: Book Chapter or Section
Additional Information:

Part of the 'Oxford Studies in Comparative Education' series.

Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Divisions: Institute for Education
Date Deposited: 13 Jun 2017 10:32
Last Modified: 13 Jun 2017 10:32
URI: http://researchspace.bathspa.ac.uk/id/eprint/9535
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