dc.contributor.author | Eriksen, Elisabeta Iuliana | |
dc.contributor.author | Solomon, Yvette | |
dc.date.accessioned | 2023-02-27T13:10:01Z | |
dc.date.available | 2023-02-27T13:10:01Z | |
dc.date.created | 2022-11-02T09:20:48Z | |
dc.date.issued | 2022 | |
dc.identifier.isbn | 9791221025378 | |
dc.identifier.uri | https://hdl.handle.net/11250/3054297 | |
dc.description.abstract | We analyse how two co-teaching mathematics teacher educators (MTEs) describe and justify the enactment of their theory of change in a course for practicing teachers. Applying concepts from Communities of Practice, we identify a shared view of the key boundary objects highlighted in the design of the course in our two MTEs, alongside divergent but complementary means of brokering learning at the boundary during enactment. Prominent in our analysis is a working relationship in which one MTE brokering through coordination appears to allow the other to work towards radical transformation, by seeking confrontation that allows her to define the problem space. We consider the implications of this dynamic for their emphasis on teaching as a pair. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | European Society for Research in Mathematics | en_US |
dc.relation.ispartof | Proceedings of the Twelfth Congress of the European Research Society in Mathematics Education (CERME12) | |
dc.relation.ispartofseries | CERME Proceedings Series;Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education | |
dc.title | The mathematics teacher educator as broker: boundary learning. | en_US |
dc.type | Conference object | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | © Copyright 2022 left to the authors | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |
dc.identifier.doi | http://erme.site/cerme-proceedings-series/ | |
dc.identifier.cristin | 2067724 | |
dc.source.volume | 12 | en_US |
dc.source.issue | 12 | en_US |
dc.source.pagenumber | 4692-4699 | en_US |