New Teacher Identity and Regulative Government [electronic resource] : The Discursive Formation of Primary Mathematics Teacher Education / by Tony Brown, Olwen McNamara.
Erişim Adresi
ISBN
9780387239729
Dil Kodu
İngilizce
Yer Numarası
DK/10365
Yazar
Basım Bildirimi
1st ed. 2005.
Yayın Bilgisi
New York, NY : Springer US : Imprint: Springer, 2005.
Fiziksel Niteleme
X, 208 p. online resource.
Dizi
Mathematics Teacher Education, 2543-0017 ; 2
İçindekiler Notu
Identifying with Mathematics Teaching -- Towards Reconciling Insider and Outsider Perspectives -- Conceptualising Identity in Initial Teacher Education -- Trainees Becoming Teachers: an English Case Study -- The English National Reform Agenda -- How Student Teachers Learn -- The Empirical Study -- The Transition from School Pupil to Trainee Teacher -- The Intermediate Years of Training -- The Transition from Trainee to Newly Qualified Teacher -- The Discursive Formation of School Mathematics -- The Production of Cover Stories -- The Emergence of School Mathematics -- The Secrets of the Forms of School Mathematics -- Conclusion -- Conceiving Policy -- Conceiving Teacher Development -- Conceiving Mathematics -- Conceiving Research.
Özet, vb.
This book offers a unique theoretical perspective deploying contemporary psychoanalytical and post-structuralist theory in an easy accessible style. It links issues in education research, with a particular emphasis on mathematics, to broader social concerns and theorising. This volume documents in real time the implementation of a major government numeracy programme and its receipt by trainee and new teachers. It shows how such managerialist policies cast teachers as civil servants through de-professionalising the conception of their role. The book provides an easy and accessible commentary utilising contemporary theory to describe how such teachers reconcile their personal aspirations with the external demands they encounter in negotiating their identities as professional teachers. It shows how recent advances in psychoanalytic and post-structuralist theory enable a fresh approach to analysing teacher experience of and response to policy implementation. And more broadly, by situating education in a wider social framework, it shows how we can better formulate solutions to new problems in conceptualising education policy. The twentieth century has left a legacy of techno-scientific control governed by the ideology of "real" social forces. As we begin to experience a new century where such rationalistic aspirations have been re-routed in so many areas of theory the book asks how education research might move on from these earlier instrumentalist tendencies. This volume will be of interest to researchers in mathematics education, teacher education, policy implementation, contemporary theory and psychoanalysis in education as well as to student teachers, teacher educators, teachers carrying out in-service training and postgraduate students in education.
Konu
Mathematics __ Study and teaching .
Teachers __ Training of.
Mathematics Education.
Teaching and Teacher Education.
Teachers __ Training of.
Mathematics Education.
Teaching and Teacher Education.
Diğer Yazarlar
Kurum Adı
Eseri Alıntıla
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Dijital Kaynak
MARC Görünümü
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505 0 |aIdentifying with Mathematics Teaching -- Towards Reconciling Insider and Outsider Perspectives -- Conceptualising Identity in Initial Teacher Education -- Trainees Becoming Teachers: an English Case Study -- The English National Reform Agenda -- How Student Teachers Learn -- The Empirical Study -- The Transition from School Pupil to Trainee Teacher -- The Intermediate Years of Training -- The Transition from Trainee to Newly Qualified Teacher -- The Discursive Formation of School Mathematics -- The Production of Cover Stories -- The Emergence of School Mathematics -- The Secrets of the Forms of School Mathematics -- Conclusion -- Conceiving Policy -- Conceiving Teacher Development -- Conceiving Mathematics -- Conceiving Research.
520 |aThis book offers a unique theoretical perspective deploying contemporary psychoanalytical and post-structuralist theory in an easy accessible style. It links issues in education research, with a particular emphasis on mathematics, to broader social concerns and theorising. This volume documents in real time the implementation of a major government numeracy programme and its receipt by trainee and new teachers. It shows how such managerialist policies cast teachers as civil servants through de-professionalising the conception of their role. The book provides an easy and accessible commentary utilising contemporary theory to describe how such teachers reconcile their personal aspirations with the external demands they encounter in negotiating their identities as professional teachers. It shows how recent advances in psychoanalytic and post-structuralist theory enable a fresh approach to analysing teacher experience of and response to policy implementation. And more broadly, by situating education in a wider social framework, it shows how we can better formulate solutions to new problems in conceptualising education policy. The twentieth century has left a legacy of techno-scientific control governed by the ideology of "real" social forces. As we begin to experience a new century where such rationalistic aspirations have been re-routed in so many areas of theory the book asks how education research might move on from these earlier instrumentalist tendencies. This volume will be of interest to researchers in mathematics education, teacher education, policy implementation, contemporary theory and psychoanalysis in education as well as to student teachers, teacher educators, teachers carrying out in-service training and postgraduate students in education.
532 8 |aAccessibility summary: This PDF is not accessible. It is based on scanned pages and does not support features such as screen reader compatibility or described non-text content (images, graphs etc). However, it likely supports searchable and selectable text based on OCR (Optical Character Recognition). Users with accessibility needs may not be able to use this content effectively. Please contact us at accessibilitysupport@springernature.com if you require assistance or an alternative format.
532 8 |aInaccessible, or known limited accessibility
532 8 |aNo reading system accessibility options actively disabled
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0|aMathematics|xStudy and teaching .
650 0|aTeachers|xTraining of.
650 14|aMathematics Education.
650 24|aTeaching and Teacher Education.
700 1 |aMcNamara, Olwen.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780387239712
776 08|iPrinted edition:|z9780387504056
776 08|iPrinted edition:|z9781441936745
830 0|aMathematics Teacher Education,|x2543-0017 ;|v2
856 40|uhttps://doi.org/10.1007/b104107
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912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
001 809076
003 TR_AnAIT
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024 7 |a10.1007/b104107|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aQA10.92-20
072 7|aJNU|2bicssc
072 7|aPB|2bicssc
072 7|aEDU029010|2bisacsh
072 7|aJNU|2thema
072 7|aPB|2thema
082 04|a510.71|223
090 |aDK/10365
100 1 |aBrown, Tony.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aNew Teacher Identity and Regulative Government|h[electronic resource] :|bThe Discursive Formation of Primary Mathematics Teacher Education /|cby Tony Brown, Olwen McNamara.
250 |a1st ed. 2005.
264 1|aNew York, NY :|bSpringer US :|bImprint: Springer,|c2005.
300 |aX, 208 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aMathematics Teacher Education,|x2543-0017 ;|v2
505 0 |aIdentifying with Mathematics Teaching -- Towards Reconciling Insider and Outsider Perspectives -- Conceptualising Identity in Initial Teacher Education -- Trainees Becoming Teachers: an English Case Study -- The English National Reform Agenda -- How Student Teachers Learn -- The Empirical Study -- The Transition from School Pupil to Trainee Teacher -- The Intermediate Years of Training -- The Transition from Trainee to Newly Qualified Teacher -- The Discursive Formation of School Mathematics -- The Production of Cover Stories -- The Emergence of School Mathematics -- The Secrets of the Forms of School Mathematics -- Conclusion -- Conceiving Policy -- Conceiving Teacher Development -- Conceiving Mathematics -- Conceiving Research.
520 |aThis book offers a unique theoretical perspective deploying contemporary psychoanalytical and post-structuralist theory in an easy accessible style. It links issues in education research, with a particular emphasis on mathematics, to broader social concerns and theorising. This volume documents in real time the implementation of a major government numeracy programme and its receipt by trainee and new teachers. It shows how such managerialist policies cast teachers as civil servants through de-professionalising the conception of their role. The book provides an easy and accessible commentary utilising contemporary theory to describe how such teachers reconcile their personal aspirations with the external demands they encounter in negotiating their identities as professional teachers. It shows how recent advances in psychoanalytic and post-structuralist theory enable a fresh approach to analysing teacher experience of and response to policy implementation. And more broadly, by situating education in a wider social framework, it shows how we can better formulate solutions to new problems in conceptualising education policy. The twentieth century has left a legacy of techno-scientific control governed by the ideology of "real" social forces. As we begin to experience a new century where such rationalistic aspirations have been re-routed in so many areas of theory the book asks how education research might move on from these earlier instrumentalist tendencies. This volume will be of interest to researchers in mathematics education, teacher education, policy implementation, contemporary theory and psychoanalysis in education as well as to student teachers, teacher educators, teachers carrying out in-service training and postgraduate students in education.
532 8 |aAccessibility summary: This PDF is not accessible. It is based on scanned pages and does not support features such as screen reader compatibility or described non-text content (images, graphs etc). However, it likely supports searchable and selectable text based on OCR (Optical Character Recognition). Users with accessibility needs may not be able to use this content effectively. Please contact us at accessibilitysupport@springernature.com if you require assistance or an alternative format.
532 8 |aInaccessible, or known limited accessibility
532 8 |aNo reading system accessibility options actively disabled
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0|aMathematics|xStudy and teaching .
650 0|aTeachers|xTraining of.
650 14|aMathematics Education.
650 24|aTeaching and Teacher Education.
700 1 |aMcNamara, Olwen.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780387239712
776 08|iPrinted edition:|z9780387504056
776 08|iPrinted edition:|z9781441936745
830 0|aMathematics Teacher Education,|x2543-0017 ;|v2
856 40|uhttps://doi.org/10.1007/b104107
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
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