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How Teachers Learn: A Review of Research

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Becoming a Mathematics Teacher

Part of the book series: Mathematics Education Library ((MELI,volume 53))

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Abstract

The initial education of teachers is the key focus of this book so let us now turn to consider in more detail how the task of student teachers learning to teach mathematics has been researched within teacher education contexts. We commence with an overview of some of the ways in which the process of teacher education is understood and represented within the research literature. We consider how the constituent elements of the process have been defined, and in particular examine some of the mechanisms through which students have been enabled to articulate their own understandings of the process.

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Notes

  1. 1.

    United States Department of Education (2008).

  2. 2.

    Sullivan and Wood (2008), Tirosh and Wood (2008), Krainer and Wood (2008), Jaworski and Wood (2008).

  3. 3.

    This has been discussed by Brown (2008b).

  4. 4.

    Phelps (2010).

  5. 5.

    Lortie (1975).

  6. 6.

    Berliner (1988).

  7. 7.

    White (1989).

  8. 8.

    McNamara et al. (2002).

  9. 9.

    Twiselton (2004), Edwards and Protheroe (2004).

  10. 10.

    Brown and Jones (2001), DeFreitas and Nolan (2008), Walshaw (2010a).

  11. 11.

    Lave and Wenger (1991), Maynard (2001).

  12. 12.

    Adler (1996, p. 9).

  13. 13.

    Jones, Reid, and Bevins (1997), Smith and Hodson (2010) .

  14. 14.

    Wilson, Floden, and Ferrini-Mundy (2001).

  15. 15.

    Bennett and Carré (1993).

  16. 16.

    Barrett, Whitty, Furlong, Galvin, and Barton (1992), Furlong, Barton, Whiting, and Whitty (2000).

  17. 17.

    Hobson et al. (2005), (2006), Hobson et al. (2007), (2008), Hobson, Malderez, and Tracey (2009), Ashby et al. (2008).

  18. 18.

    Brown and McNamara (2001).

  19. 19.

    This book will occasionally refer to the British government, which sets educational policy in England. Other countries within the United Kingdom have relative autonomy over their educational policies.

  20. 20.

    Raffe, Brannen, Croxford, and Martin (1999).

  21. 21.

    Ball (1988 p. 40). See also Ball (1990).

  22. 22.

    Andrews (2007), Speer (2005), Leder and Forgasz (2002), Furinghetti and Pehkonen (2002).

  23. 23.

    Thompson (1992, p. 132).

  24. 24.

    Schoenfeld (1992, p. 358).

  25. 25.

    Ernest (1989a).

  26. 26.

    Furinghetti and Pehkonen (2002) posit as a solution two types of knowledge: objective and subjective, the former grounded in a notion of “truth”.

  27. 27.

    Leatham (2006), Lester (2002).

  28. 28.

    Lerman (1990), 2002, Meredith (1993), Stipek, Givvin, Salmon, and MacGyvers (2001), Leder, Pehkonen, and Törner (2002), Sztajn (2003), Szydlik, Szydlik, and Benson (2003), Ambrose (2004), Forgasz and Leder (2008).

  29. 29.

    Thompson (1984, p. 125).

  30. 30.

    Potari and Georgiadou-Kabouridis (2009, p. 7).

  31. 31.

    Ball (1990), Lerman (1990), Ernest (1989a).

  32. 32.

    Ernest (1989b).

  33. 33.

    Argyris and Schon (1974), Putnam and Borko (2000), Speer (2005).

  34. 34.

    Cooney (1988).

  35. 35.

    Andrews and Hatch (1999, p. 220).

  36. 36.

    Andrews (2007), Correa, Perry, Sims, Miller, and Fang (2008).

  37. 37.

    Bibby (2002, p. 705). See also Bibby (2010).

  38. 38.

    Boaler, Wiliam, and Brown (2000), Bulmer and Rodd (2005), Drake (2009, p. 162) posits that many people see mathematics as Lacan’s “rule-bound symbolic Other” and exhorts educators to take account of student teachers’ “emotional relationship with mathematics knowledge as well as their intellectual grasp of it”.

  39. 39.

    Cady and Readen (2007). See also Bekdemir (2010).

  40. 40.

    Bibby (2009).

  41. 41.

    Davis and Williams (2009).

  42. 42.

    Davis (2009), Haggarty and Pepin (2002), Pepin (2009).

  43. 43.

    Zeichner, Tabachnick, and Densmore (1987).

  44. 44.

    Foss and Kleinsasser (1996).

  45. 45.

    Harel (1994).

  46. 46.

    Calderhead and Robson (1991). Su (1992) meanwhile, in a study of 29 training establishments, found the teaching experience and the class teachers of greatest influence and the course curriculum less so and Cheng (1990) found humanistic views of teaching and learning developed in college sessions were tempered by realism after teaching practice experiences.

  47. 47.

    Bramald, Hardman, and Leat (1995).

  48. 48.

    Hollingsworth (1988).

  49. 49.

    Ahmed (1987), Bird, Anderson, Sullivan, and Swidler (1993).

  50. 50.

    Carré and Ernest (1993), Carter, Carré, and Bennett (1993).

  51. 51.

    Swars, Smith, Smith, and Hart (2009).

  52. 52.

    Miller and Baker (2001).

  53. 53.

    Barrett et al. (1992).

  54. 54.

    Leat (1995).

  55. 55.

    Adler (1991), Cruickshank (1987), Schön (1983, 1987), Zeichner and Liston (1987).

  56. 56.

    Van Manen (1977), Carr and Kemmis (1986), McIntyre (1993).

  57. 57.

    Griffiths and Tann (1992).

  58. 58.

    Carr and Kemmis (1986), Liston and Zeichner (1990).

  59. 59.

    Ross (1989).

  60. 60.

    Beyer (1984), Zeichner (1987).

  61. 61.

    Sparks-Langer and Colton (1991).

  62. 62.

    McIntyre (1993).

  63. 63.

    Hatton and Smith (1995) claim dialogic reflection occurred in one third of the essays they read based on their “critical friend interview” technique.

  64. 64.

    Smith (1991).

  65. 65.

    Tann (1993), Hanley and Brown (1996), (1999), Jones et al. (2000).

  66. 66.

    Gipe, Richards, Levitov, and Speaker (1991), LaBoskey (1993).

  67. 67.

    Wilson and Cooney (2002).

  68. 68.

    McNamara (1990), Valli (1993).

  69. 69.

    Edwards (1995, p. 600).

  70. 70.

    Tickle (1994).

  71. 71.

    Bolin (1990).

  72. 72.

    McIntyre (1993), McNally, Cope, Inglis, and Stronach (1994).

  73. 73.

    Britt, Irwin, and Ritchie (2001), Tzur (2001), Roth McDuffie (2004).

  74. 74.

    McNamara (1990) McLaughlin, (1994), Leat (1995).

  75. 75.

    Furlong et al. (2000 p. 143).

  76. 76.

    McNamara (2008).

  77. 77.

    Watkins (1992), Hagger, Burn, and McIntyre (1993), Jaworski and Watson (1994), Tauer (1998), Jones (2002).

  78. 78.

    Moyles and Stuart (2003).

  79. 79.

    Zeichner and Liston (1987).

  80. 80.

    Connelly and Clandinin (1990), Beattie (1995), Weber (1993), England and Brown (2001), Brown (2001).

  81. 81.

    Tripp (1993), Brown and England (2004).

  82. 82.

    Elbaz (1990).

  83. 83.

    Moyles, Suschitzky, and Chapman (1998).

  84. 84.

    Jones and Straker (2006).

  85. 85.

    Edwards and Protheroe (2003).

  86. 86.

    Brown and McNamara (2005), Ofsted (2007a).

  87. 87.

    Curee (2005).

  88. 88.

    Professional Standards for Teachers, Training and Development Agency (2007).

  89. 89.

    McIntyre (1993), McNally et al. (1994), Goodson and Sikes (2001), Kiltz, Danzig, and Szecsy (2004), Lopez-Real and Kwan (2005), McNally (2006) argued that rather than learning through the formal mentoring process, mentee learning experiences were largely informal and affective.

  90. 90.

    Price and Willett (2006), Hurd, Jones, McNamara, and Craig (2007), Mentor and Whitehead (1995).

  91. 91.

    Perry (1985).

  92. 92.

    Hurd et al. (2007).

  93. 93.

    Wilkin (1993).

  94. 94.

    Elliott (1987).

  95. 95.

    For example, Trends in International Mathematics and Science Study and Programme for International Student Assessment.

  96. 96.

    Wragg, Bennett, and Carré (1989), Carter et al. (1993).

  97. 97.

    Mullins, Martin, Gonzalez, and Chrostowski (2004), Li, Ma, and Pang (2008), Li and Smith (2007).

  98. 98.

    Ma (1999).

  99. 99.

    Li et al. (2008, pp. 58–59).

  100. 100.

    Wragg et al. (1989), Bennett and Turner-Bisset (1993), Simon and Brown (1996), Ofsted (1994), Rowland, Martyn, Barber, and Heal (2000, 2001), Rowland and Barber (2002), Millett and Johnson (1996) .

  101. 101.

    Alexander, Rose, and Woodhead (1992), Shulman (1987).

  102. 102.

    Bennett and Turner-Bisset (1993), Ball (1990).

  103. 103.

    Begle (1979), Ball (1990).

  104. 104.

    Grossman, Wilson, and Shulman (1989), Wilson, Shulman, and Richert (1987).

  105. 105.

    Wilson et al. (2001).

  106. 106.

    Goldhaber and Brewer (2000).

  107. 107.

    Monk (1994).

  108. 108.

    Askew et al. (1997, p. 65).

  109. 109.

    Askew et al. (1997, pp. 74–79).

  110. 110.

    Ma (1999).

  111. 111.

    Shulman (1986), cf. Schwab (1978).

  112. 112.

    Shulman (1986, p. 9). A powerful argument was also provided for this position by Skemp (1976) in his seminal paper on “instrumental” and “relational” knowledge in mathematics.

  113. 113.

    Wilson et al. (2001, p. 9).

  114. 114.

    Stones (1992), Meredith (1995), Meredith (1993), McNamara (1991).

  115. 115.

    Askew (2008, p. 15).

  116. 116.

    McNamara (1991), McEwan and Bull (1991).

  117. 117.

    Carter (1990), Lave and Wenger (1991), McNamara (1991).

  118. 118.

    Prestage and Perks (1999).

  119. 119.

    “Frances”, in Rowland et al. (2000).

  120. 120.

    Meredith (1993, p. 336).

  121. 121.

    Simon and Brown (1996, p. 7).

  122. 122.

    Pepin and Haggarty (2007), Davis (2009), Pepin (2009).

  123. 123.

    Goulding et al. (2002), Rowland, Huckstep, and Thwaites (2005), Rowland and Turner (2007), Rowland, Turner, Thwaites, and Huckstep (2009), Rowland (2008).

  124. 124.

    An, Kulm, and Wu (2004), Ball and Bass (2003).

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  1. Manchester Metropolitan University, Institute of Education, 799 Wilmslow Road, Didsbury, Manchester, M20 2RR, UK

    Prof. Tony Brown

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    Olwen McNamara

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Brown, T., McNamara, O. (2011). How Teachers Learn: A Review of Research. In: Becoming a Mathematics Teacher. Mathematics Education Library, vol 53. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0554-8_3

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