Emotion, Identity and Teacher Learning: Becoming a Primary Mathematics Teacher

Autor/inn/en	Hodgen, Jeremy; Askew, Mike
Titel	Emotion, Identity and Teacher Learning: Becoming a Primary Mathematics Teacher
Quelle	In: Oxford Review of Education, 33 (2007) 4, S.469-487 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
Schlagwörter	Foreign Countries; Mathematics Teachers; Mathematics Education; Elementary School Mathematics; Faculty Development; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematische Bildung; Elementare Mathematik; Schulmathematik
Abstract	Teacher change in mathematics education is recognised to be a difficult and at times painful process. This is particularly so in countries such as England where primary mathematics is taught by non-specialist teachers, who have often had negative experiences of their own school mathematics. In this paper we explore primary teachers' emotional relationships with mathematics, in particular what motivates teachers to persevere with professional learning. We examine the case of a primary teacher who developed an identity as a teacher of mathematics. We argue that emotion has both individual and social elements and consider the implications for teacher education. (Contains 8 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10