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New Teacher Identity and Regulative Government

The Discursive Formation of Primary Mathematics Teacher Education

  • A strong consensus between the reviewers and the Series Editor that the book addresses an innovative and important aspect of (mathematics) teacher education that has not been published before. It fits well with the scope of the series and would be a valuable and relevant contribution

  • Has a very important and powerful message: detailed argument against the political control of mathematics education and it will be an innovative contribution to the discussion in the new "Mathematics Teacher Development" series

Book

Part of the Mathematics Teacher Education book series (MTEN, volume 2)

Table of contents

  1. Front Matter
    Pages i-ix
  2. Pages 1-9
  3. Identifying with Mathematics Teaching

  4. Trainees Becoming Teachers: an English Case Study

  5. The Discursive Formation of School Mathematics

  6. Conclusion

    1. Pages 153-159
    2. Pages 169-173
    3. Pages 175-183
  7. Back Matter
    Pages 185-208

About this book

Introduction

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.

Keywords

Locat Trainee Teachers curriculum education mathematics education

Authors and affiliations

  1. 1.Manchester Metropolitan UniversityUK
  2. 2.University of ManchesterUK

Bibliographic information

  • Book Title New Teacher Identity and Regulative Government
  • Book Subtitle The Discursive Formation of Primary Mathematics Teacher Education
  • Authors Tony Brown
    Olwen McNamara
  • Series Title Mathematics Teacher Education
  • DOI https://doi.org/10.1007/b104107
  • Copyright Information Springer Science+Business Media, Inc. 2005
  • Publisher Name Springer, Boston, MA
  • eBook Packages Humanities, Social Sciences and Law Education (R0)
  • Hardcover ISBN 978-0-387-23971-2
  • Softcover ISBN 978-1-4419-3674-5
  • eBook ISBN 978-0-387-23972-9
  • Edition Number 1
  • Number of Pages X, 208
  • Number of Illustrations 0 b/w illustrations, 0 illustrations in colour
  • Topics Mathematics Education
    Teaching and Teacher Education
  • Buy this book on publisher's site