Conceptualisation of an Undergraduate Primary Mathematics Specialisation.
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| Title: | Conceptualisation of an Undergraduate Primary Mathematics Specialisation. |
|---|---|
| Authors: | McMaster, Heather1 heather.mcmaster@sydney.edu.au, Way, Jennifer1, Bobis, Janette1 |
| Source: | Mathematics Teacher Education & Development. 2024, Vol. 26 Issue 1, p1-19. 19p. |
| Subject Terms: | *Teacher education, *Postsecondary education, *Mathematics teachers, *Graduate education, *Educators, Mathematics |
| Abstract: | Over the past decade, there has been unprecedented regulation of initial teacher education (ITE). The objective of this study was to generate an in-depth understanding of the structural challenges faced by tertiary educators as they responded to a federal policy and a related state government policy in teacher education. The policies imposed on ITE reach through tertiary education providers and into school classrooms. To capture the three spaces of (1) policy makers, (2) tertiary education providers and (3) teacher education graduates, this study adopts a socio-spatial approach as both a conceptual organiser and an analytical stance. One specific case is detailed, namely one metropolitan university's establishment of a pathway enabling pre-service primary teachers to specialise in mathematics teaching. The study then follows two graduates into their first two years of teaching. The findings generated are potentially transferable to other contexts. We conclude that to reap the benefits of ITE policies, tertiary education providers and all employers of teachers need common expectations for their role in implementing these policies. Also, support for graduates needs to be sustained through liaising between tertiary education providers and employers. [ABSTRACT FROM AUTHOR] |
| Copyright of Mathematics Teacher Education & Development is the property of MERGA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 176819698 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Conceptualisation of an Undergraduate Primary Mathematics Specialisation. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22McMaster%2C+Heather%22">McMaster, Heather</searchLink><relatesTo>1</relatesTo><i> heather.mcmaster@sydney.edu.au</i><br /><searchLink fieldCode="AR" term="%22Way%2C+Jennifer%22">Way, Jennifer</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Bobis%2C+Janette%22">Bobis, Janette</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Mathematics+Teacher+Education+%26+Development%22">Mathematics Teacher Education & Development</searchLink>. 2024, Vol. 26 Issue 1, p1-19. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Postsecondary+education%22">Postsecondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduate+education%22">Graduate education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Over the past decade, there has been unprecedented regulation of initial teacher education (ITE). The objective of this study was to generate an in-depth understanding of the structural challenges faced by tertiary educators as they responded to a federal policy and a related state government policy in teacher education. The policies imposed on ITE reach through tertiary education providers and into school classrooms. To capture the three spaces of (1) policy makers, (2) tertiary education providers and (3) teacher education graduates, this study adopts a socio-spatial approach as both a conceptual organiser and an analytical stance. One specific case is detailed, namely one metropolitan university's establishment of a pathway enabling pre-service primary teachers to specialise in mathematics teaching. The study then follows two graduates into their first two years of teaching. The findings generated are potentially transferable to other contexts. We conclude that to reap the benefits of ITE policies, tertiary education providers and all employers of teachers need common expectations for their role in implementing these policies. Also, support for graduates needs to be sustained through liaising between tertiary education providers and employers. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Mathematics Teacher Education & Development is the property of MERGA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=176819698 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 1 Subjects: – SubjectFull: Teacher education Type: general – SubjectFull: Postsecondary education Type: general – SubjectFull: Mathematics teachers Type: general – SubjectFull: Graduate education Type: general – SubjectFull: Educators Type: general – SubjectFull: Mathematics Type: general Titles: – TitleFull: Conceptualisation of an Undergraduate Primary Mathematics Specialisation. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: McMaster, Heather – PersonEntity: Name: NameFull: Way, Jennifer – PersonEntity: Name: NameFull: Bobis, Janette IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 14423901 Numbering: – Type: volume Value: 26 – Type: issue Value: 1 Titles: – TitleFull: Mathematics Teacher Education & Development Type: main |
| ResultId | 1 |
