Klein, Mary (2004) Preservice teacher education in mathematics: thinking innovatively about innovation. In: Proceedings of the 27th Annual Conference of the Mathematics Education Research Group of Australasia (2) pp. 328-335. From: Mathematics Education for the Third Millennium: towards 2010, 27 - 30 June 2004, Townsville, QLD, Australia.

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Abstract

Australia’s Teachers: Australia’s Future (DEST, 2003) highlights the increasing demands on the education system to train, inspire and retain outstanding teachers of mathematics. Such teachers, it is stated adopt “innovative approaches” to teaching while developing in students “the capacity to be innovative” (p. 6). However, the document itself is far from innovative in its views of how this ideal is likely to be realised. In this paper I adopt a poststructuralist view that the prospective teacher’s capacity to act in innovative ways, though based on knowledge, skills and attitude, is (im)mobilised through how s/he is, and has been, positioned in teaching/learning interactions and relationships in teacher education and schools. Discursive relationships shape professional and mathematical identities and abilities though they are not mentioned in the DEST (2003) document.

Item ID:	7758
Item Type:	Conference Item (Research - E1)
ISBN:	978-1-920846-04-6
Keywords:	innovation; policy; poststructuralism; teacher education
Date Deposited:	29 Jun 2010 03:39
FoR Codes:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy @ 40% 13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified @ 60%
SEO Codes:	93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 80% 93 EDUCATION AND TRAINING > 9305 Education and Training Systems > 930501 Education and Training Systems Policies and Development @ 20%
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