Klein, Mary (2007) Designing and implementing pedagogic change in mathematics education: a poststructuralist analysis of the toxic effects of environment. In: Proceedings of the 2007 Australian Teacher Education Association National Conference. pp. 307-316. From: 2007 ATEA: 2007 Australian Teacher Education Association National Conference: Quality in Teacher Education: considering different perspectives and agendas, 3-6 July 2007, Woollongong, NSW.

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Abstract

This paper represents an engagement in polemics, highlighting the inadequacies of contemporary theoretical and philosophical orthodoxies to address pedagogic change. In this case, the required change is in mathematics education, and is away from instructional practices based on teacher and textual authority alone to those that foreground student initiated inquiry and sense-making. My argument, from a poststructuralist perspective, is that teacher change of this sort is about much more than cognitive or intellectual reconstruction, as commonly theorised. Such change has an ontological dimension, it has to do with the constitutive effects of past and present learning and teaching environments on a prospective teacher's practice, it has to do with power relationships and the social construction of knowledge and identity. A poststructuralist analysis of the pedagogic environment in some teacher education sites suggests that, even here, there may be residual levels of inertia that jeopardise change.

Item ID:	27861
Item Type:	Conference Item (Research - E1)
ISBN:	978-0-9775685-1-2
Keywords:	postructuralism, educational change, learning environments
Date Deposited:	27 Jun 2013 06:24
FoR Codes:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy @ 50% 13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified @ 50%
SEO Codes:	93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%
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