Skip to main content
SpringerLink
Log in

Self-Study in Mathematics Teacher Education

  • Living reference work entry
  • First Online:
2nd International Handbook of Self-Study of Teaching and Teacher Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

Self-study of teacher education practices is aimed at improvement of teacher education. Given the need identified in the literature for reform in mathematics education, self-study serves an important role in supporting teacher educators to reflect on and enhance their practice. This chapter analyzes the literature concerning self-study in this area. It identifies and discusses the range of articles, chapters, and conference proceedings that consider the self-study of teacher education practices in mathematics education. The chapter begins with an overview of existing issues discussed in mathematics education research and then moves to an examination of the contributions of self-study to resolving such issues. The chapter provides an analysis of the processes used to identify self-studies in this area. The value of self-study in mathematics teacher education is articulated. Four themes are considered: challenging beliefs, pedagogical approaches and methods, collaboration, and mathematics educators’ journeys. Studies are grouped under these themes, and their contributions to the themes are identified. Approaches used by authors are discussed, and limitations of the studies are noted. Suggestions for future self-study research in mathematics teacher education are suggested.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

Similar content being viewed by others

References

  • Alderton, J. (2008). Exploring self-study to improve my practice as a mathematics teacher educator. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 4(2), 95–104. https://doi.org/10.1080/17425960802433587.

    Article  Google Scholar 

  • Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554.

    Article  Google Scholar 

  • Barnes, D. (1998). Forward: Looking forward: The concluding remarks at the castle conference. In M. L. Hamilton, with S. Pinnegar, T. Russell, J. Loughran, & V. LaBoskey (Eds.), Reconceptualizing teaching practice: Self-study in teacher education (pp. ix-xiv). London: Falmer Press.

    Google Scholar 

  • Betts, P. (2011). Tensions of mentoring mathematics teachers: Translating theory into practice. In S. Schuck & P. Pereira (Eds.), What counts in teaching mathematics: Adding value to self and content (pp. 13–27). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Bodone, F., Guojónsdóttir, H., & Dalmau, M. C. (2004). Revisioning and recreating practice: Collaboration in self-study. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 743–784). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Boler, M. (1999). Feeling power: Emotions and education. New York: Routledge.

    Google Scholar 

  • Bragg, L. A. (2015). Studying maths teacher education: Analysing the process of task variation in learning. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 11(3), 294–311. https://doi.org/10.1080/17425964.2015.1065805.

    Article  Google Scholar 

  • Brandenburg, R. (2008). Powerful Pedagogy: Self-Study of a Teacher Educator’s Practice. Dordrecht: Springer Publishing.

    Google Scholar 

  • Brandenburg, R. (2011). How students teach you to learn: Using roundtable reflective inquiry to enhance a mathematics teacher educator’s teaching and learning. In S. Schuck & P. Pereira (Eds.), What counts in teaching mathematics: Adding value to self and content (pp. 77–91). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

    Google Scholar 

  • Cady, J. A., & Rearden, K. (2007). Pre-service teachers’ beliefs about knowledge, mathematics, and science. School Science and Mathematics, 107, 237–245. https://doi.org/10.1111/j.1949-8594.2007.tb18285.x.

    Article  Google Scholar 

  • Costa, A. L., & Kallick, B. (1993). Through the lens of a critical friend. Educational Leadership, 51 (2), 49–51.

    Google Scholar 

  • Goodell, J. E. (2011). Reforming mathematics teacher education through self-study. In S. Schuck & P. Pereira (Eds.), What counts in teaching mathematics: Adding value to self and content (pp. 111–125). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Gordon, S. E. (2011). Opportunities for learning: A self-study of teaching statistics in a mathematics learning Centre. In S. Schuck & P. Pereira (Eds.), What counts in teaching mathematics: Adding value to self and content (pp. 127–143). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Guðjónsdóttir, H., & Kristinsdóttir, J. V. (2011). Team-teaching about mathematics for all: Collaborative self-study. In S. Schuck & P. Pereira (Eds.), What counts in teaching mathematics: Adding value to self and content (pp. 29–43). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Hamilton, M. L., & Pinnegar, S. (2013). A topography of collaboration: Methodology, identity and community in self-study of practice research. Studying Teacher Education, 9(1), 74–89.

    Article  Google Scholar 

  • Hsu, P.-S., & Sharma, P. (2008). A case study of enabling factors in the technology integration change process. Educational Technology & Society, 11(4), 213–228.

    Google Scholar 

  • Kristinsdóttir, J. V. (2010). Rethinking mathematics teaching in a community of inquiry. Paper presented at the eighth international conference on self-study of teacher education practices. Navigating the public and the private: Negotiating the Diverse Landscape of Teacher Education, Herstmonceux Castle (pp. 125–128).

    Google Scholar 

  • LaBoskey, V. (2004). The methodology of self-study and its theoretical underpinnings. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 817–869). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Leaman, L. H., & Flanagan, T. M. (2013). Authentic role-playing as situated learning: Reframing teacher education methodology for higher-order thinking. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 9(1), 45–61. https://doi.org/10.1080/17425964.2013.771573.

    Article  Google Scholar 

  • Levine, T. H. (2010). Tools for the study and design of collaborative teacher learning: The affordances of different conceptions of teacher community and activity theory. Teacher Education Quarterly, 9, 109–130.

    Google Scholar 

  • Loughran, J. (2006). What expert teachers do. London: Routledge.

    Google Scholar 

  • Loughran, J. (2011). Series editor’s foreword. In S. Schuck & P. Pereira (Eds.), What counts in teaching mathematics: Adding value to self and content (pp. v–vii). Dordrecht: Springer.

    Google Scholar 

  • Loughran, J., & Northfield, J. (1996). Opening the classroom door: Teacher, researcher, learner. London: Falmer Press.

    Google Scholar 

  • Loughran, J., Hamilton, M., LaBoskey, V., & Russell, T. (Eds.). (2004). International handbook of self-study of teaching and teacher education practices. Dordrecht: Springer.

    Google Scholar 

  • Lovin, L. H., Sanchez, W. B., Leatham, K. R., Chauvot, J. B., Kastberg, S. E., & Anderson, H. (2012). Examining beliefs and practices of self and others; pivotal points for change and growth for mathematics teacher educators. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 8(1), 51–68. https://doi.org/10.1080/17425964.2012.657018.

    Article  Google Scholar 

  • MacDonald, R. J. (2008). Professional development for information communication technology integration: Identifying and supporting a community of practice through design-based research. Journal of Research on Technology in Education, 40(4), 429–445.

    Article  Google Scholar 

  • Marin, K. A. (2014). Becoming a teacher educator: A self-study of the use of inquiry in a mathematics methods course. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 10(1), 20–35. https://doi.org/10.1080/17425964.2013.873976.

    Article  Google Scholar 

  • McGlynn-Stewart, M. (2010). Listening to students, listening to myself: Addressing pre-service teachers’ fears of mathematics and teaching mathematics. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 6(2), 175–186. https://doi.org/10.1080/17425964.2010.495898.

    Article  Google Scholar 

  • Monroe, E. E. (2013). Being and becoming a maths teacher educator in and for differing contexts: Some lessons learned. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 9(2), 96–107. https://doi.org/10.1080/17425964.2013.808044.

    Article  Google Scholar 

  • Nicol, C. (2011). Designing mathematical and pedagogical problems using variation. In S. Schuck & P. Pereira (Eds.), What counts in teaching mathematics: Adding value to self and content (pp. 45–60). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Pereira, P. (2005). Becoming a teacher of mathematics. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 1(1), 69–83.

    Article  Google Scholar 

  • Pereira, P. (2011). Reconstructing teachers of mathematics. In S. Schuck & P. Pereira (Eds.), What counts in teaching mathematics: Adding value to self and content (pp. 145–159). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Prescott, A. (2011). Are we singing from the same songbook? In S. Schuck & P. Pereira (Eds.), What counts in teaching mathematics: Adding value to self and content (pp. 161–176). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Pressick-Kilborn, K. J., & Te Riele, K. (2008). Learning from reciprocal peer observation: A collaborative self-study. Studying Teacher Education, 4(1), 61–75.

    Article  Google Scholar 

  • Russell, T. (2002). Can self-study improve teacher education? In J. Loughran & T. Russell (Eds.), Improving teacher education practices through self-study (pp. 3–9). London: RoutledgeFalmer.

    Google Scholar 

  • Sanchez, W., Chauvot, J., Kastberg, S., Leatham, K., Lovin, L. H., & Norton, A. H. (2010). Navigating belief systems of mathematics teacher educators: Making the private public to inform practice. Paper presented at the eighth international conference on self-study of teacher education practices. Navigating the public and the private: Negotiating the diverse landscape of teacher education, Herstmonceux Castle (pp. 245–248).

    Google Scholar 

  • Schuck, S. R. (1997). Using a research simulation to challenge prospective teachers’ beliefs about mathematics. Teaching and Teacher Education, 13(5), 529–539.

    Article  Google Scholar 

  • Schuck, S. (2002). Using self-study to challenge my teaching practice in teacher education. Reflective Practice, 3(3), 327–337. https://doi.org/10.1080/146;2394022000034569.

    Article  Google Scholar 

  • Schuck, S. R. (2009). How did we do? Beginning teachers teaching mathematics in primary schools. Studying Teacher Education, 5(2), 113–123.

    Article  Google Scholar 

  • Schuck, S. (2011). Resisting complacency: My teaching through an outsider’s eyes. In S. Schuck & P. Pereira (Eds.), What counts in teaching mathematics: Adding value to self and content (pp. 61–73). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Schuck, S., & Pereira, P. (2011). What counts in mathematics education. In S. Schuck & P. Pereira (Eds.), What counts in teaching mathematics: Adding value to self and content (pp. 1–12). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Schuck, S., & Russell, T. (2005). Self-study, critical friendship, and the complexities of teacher education. Studying Teacher Education: Journal of Self-Study of Teacher Education Practices, 1(2), 107–121. https://doi.org/10.1080/17425960500288291.

    Article  Google Scholar 

  • Schuck, S., & Segal, G. (2002). Learning about our teaching from our graduates, learning about our learning with critical friends. In J. Loughran & T. Russell (Eds.), Improving teacher education practices through self-study (pp. 88–101). London: Routledge Falmer.

    Google Scholar 

  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.

    Article  Google Scholar 

  • Southwell, B., White, A. L., & Klein, M. J. (2004). Learning to teach mathematics. In B. Perry, C. Diezmann, & G. Anthony (Eds.), Research in mathematics education in Australasia 2000–2003 (pp. 197–218). Flaxton: MERGA.

    Google Scholar 

  • Thomas, J. A., & Monroe, E. E. (2006). Self-study of a teacher’s journey towards standards-based mathematics teaching. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 2(2), 169–181. https://doi.org/10.1080/17425960600983205.

    Article  Google Scholar 

  • Thomson, S., De Bortoli, L., & Buckley, S. (2013). PISA 2012: How Australia measures up: The PISA 2012 assessment of students’ mathematical, scientific and reading literacy. Canberra: Australian Centre for Educational Research.

    Google Scholar 

  • Watt, H. M. G., Hyde, J. S., Petersen, J., Morris, Z. A., Rozek, C. S., & Harackiewicz, J. M. (2017). Mathematics – A critical filter for STEM-related career choices? A longitudinal examination among Australian and U.S. adolescents. Sex Roles: A Journal of Research, 77(3-4), 254–271. https://doi.org/10.1007/s11199-016-0711-1.

    Article  Google Scholar 

  • Young, J. R., Bullough, R. V., Jr., Draper, R. J., Smith, L. K., & Erickson, L. B. (2005). Novice teacher growth and personal models of mentoring: Choosing compassion over inquiry. Mentoring & Tutoring: Partnership in Learning, 13(2), 169–188.

    Article  Google Scholar 

  • Brandenburg, R. (2008). Powerful Pedagogy: Self-Study of a Teacher Educator's Practice. Dordrecht: Springer Publishing.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Technology Sydney, Sydney, Australia

    Sandy Schuck

  2. Federation University Australia, Ballarat, Australia

    Robyn Brandenburg

Authors
  1. Sandy Schuck
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Robyn Brandenburg
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Sandy Schuck .

Editor information

Editors and Affiliations

  1. Faculty of Education, Brock University Faculty of Education, St. Catharines, ON, Canada

    Julian Kitchen

  2. School of Education, Royal Melbourne Institute of Technology School of Education, Bundoora, VIC, Australia

    Amanda Berry

  3. School of Education, University of Iceland School of Education, Reykjavik, Iceland

    Hafdís Guðjónsdóttir

  4. Faculty of Education, Simon Fraser University Faculty of Education, Burnaby, BC, Canada

    Shawn Michel Bullock

  5. Dept. of Secondary and Special Education, Montclair State University, Montclair, NJ, USA

    Monica Taylor

  6. College of Education, Kent State University College of Education, Kent, OH, USA

    Alicia R. Crowe

Section Editor information

  1. College of Education, Health and Human Services, Kent State University, Kent, Ohio, USA

    Alicia R Crowe

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Singapore Pte Ltd.

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Schuck, S., Brandenburg, R. (2019). Self-Study in Mathematics Teacher Education. In: Kitchen, J., Berry, A., Guðjónsdóttir, H., Bullock, S., Taylor, M., Crowe, A. (eds) 2nd International Handbook of Self-Study of Teaching and Teacher Education. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1710-1_29-1

Download citation

  • DOI: https://doi.org/10.1007/978-981-13-1710-1_29-1

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-1710-1

  • Online ISBN: 978-981-13-1710-1

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

Publish with us

Policies and ethics

Search

Navigation