Abstract
Teacher education or teacher development is a lifelong journey. My work has been with the components of this journey that occur when teachers of mathematics become postgraduate students and develop professionally through study for advanced qualifications. In this context the rhetoric of cooperation, collaboration and collegiality is often heard. In practice I find these are problematic. I believe that an emphasis on features related to care or concern, connection, community, and curriculum might be more appropriate in terms of considering the personal, social and professional dimensions of development. In this chapter I reflect on these ideas generally and in terms of postgraduate education, and draw some implications for the direction in which I believe we should move to make the desirable features more explicit in postgraduate education.
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Begg, A. (2003). More Than Collaboration: Concern, Connection, Community and Curriculum. In: Peter-Koop, A., Santos-Wagner, V., Breen, C., Begg, A. (eds) Collaboration in Teacher Education. Mathematics Teacher Education, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1072-5_16
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DOI: https://doi.org/10.1007/978-94-017-1072-5_16
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