BMVP Salvador Llinares Departmental lecture: Preservice and practising mathematics teachers as learners: From initial and professional development activities to classroom practice

27 November 2018, 4.00 PM - 27 November 2018, 5.00 PM

Dr Salvador Llinares, University of Alicante, Spain

Helen Wodehouse Lecture Theatre, School of Education, 35 Berkeley Square, BS8 1JA

Dr Salvador Llinares, Mathematics Education, in the Faculty of Education, University of Alicante, Spain. Dr Linares teaches mathematics education courses at undergraduate and graduate levels and supervises graduate students in mathematics education. He is interested in teachers’ learning and the knowledge that underpins the learning process of pre-service teachers and the professional development of mathematics teacher (for example, mathematics knowledge for teaching, mathematical thinking and inquiry-based mathematics pedagogy).

Lecture Synopsis:

How are different kinds of learning activities in teacher education (initial and professional development activities) reflected in mathematics classroom practice?  Different theoretical perspectives, such as enactivism and socio-cultural perspectives, try to explain the shifts between the contexts of prospective/teacher learning. The issues raised in this domain are framed by questions such as “Where, under what conditions and how mathematics teacher learn”. Enactivism helps to explain how activities in professional development can support teachers in modifying their practice when they return to their own classroom. From this perspective, teacher learning is a shift in the patterns of interaction in a particular teaching context, that is, it is the product of the system consisting of teacher educator, teachers and context that frame the learning situation. On the other hand, professional noticing, as a way to become cognizant of mathematics teaching events by knowledge-based reasoning processes, provides a structure for prospective teachers to understand and act in particular contexts. Understanding prospective teachers’ noticing development could help to explain how prospective teachers develop responsive mathematics teaching. This approach draws on the insight that every recurrent interaction prospective teachers have with a mathematics teaching situation (attending, interpreting and deciding) influences them as teachers.

Links between enactivism and noticing to understand prospective teachers and teachers learning in different institutional contexts in which teacher education initiatives are included will be explored. In particular, featuring the ways in which prospective teachers and teachers participate in activities from teacher education programs to endow meaning to mathematics teaching in their practices.

All welcome

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