Skip to main content

Advertisement

SpringerLink
Log in

When You’re with Me, I’m Learning: a Duoethnography of Teacher Educators’ Identities in Relation to Observing Preservice Teachers’ Emergent Mathematics Instruction

  • Published:
International Journal of Science and Mathematics Education Aims and scope Submit manuscript

Abstract

This manuscript reports a collaborative self-study conducted by three teacher educators who carried out and discussed joint observations of mathematics instruction in preservice teachers’ field experience classrooms. We investigated the teacher educator identities that influenced our perspectives on and interpretations of preservice teachers’ mathematics instruction. A duoethnographic approach supported us in interrogating ourselves alongside one another and presenting our resulting analysis as a polyvocal dialogue. Transcripts illustrate key identities that shaped our classroom observations (methods course instructor, supervisor, teacher, and researcher) and evolving aspects of those identities (becoming an insider as a supervisor, an outsider-within as a researcher). The transformative stories reported here contribute needed insights into how mathematics teacher educators’ identities relate to their practices as supervisors of preservice teachers, an area that has received scant attention in the mathematics teacher education literature.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • Auletto, A., & Stein, K. C. (2020). Observable mathematical teaching expertise among upper elementary teachers: Connections to student experiences and professional learning. Journal of Mathematics Teacher Education, 23, 433–461.

    Article  Google Scholar 

  • Berry, A., & Forgasz, R. (2018). Not-so-secret stories: Reshaping the teacher education professional knowledge landscape through self-study. In D. Garbett & A. Ovens (Eds.), Pushing boundaries and crossing borders: Self-study as a means for researching pedagogy (pp. 43–50). Herstmonceux: S-STEP.

    Google Scholar 

  • Beswick, K., & Chapman, O. (2020). International handbook of mathematics teacher education: Vol. 4: The mathematics teacher educator as a developing professional (2nd ed.). Leiden: Koninklijke Brill DV.

    Google Scholar 

  • Bjuland, R., Cestari, M. L., & Borgersen, H. E. (2012). Professional mathematics teacher identity: Analysis of reflective narratives from discourses and activities. Journal of Mathematics Teacher Education, 15(5), 405–424.

    Article  Google Scholar 

  • Blanton, M. L., Berenson, S. B., & Norwood, K. S. (2001). Exploring a pedagogy for the supervision of prospective mathematics teachers. Journal of Mathematics Teacher Education, 4, 177–204.

    Article  Google Scholar 

  • Bleiler, S. K. (2015). Increasing awareness of practice through interaction across communities: The lived experiences of a mathematician and mathematics teacher educator. Journal of Mathematics Teacher Education, 18(3), 231–252.

    Article  Google Scholar 

  • Bostic, J., Lesseig, K., Sherman, M., & Boston, M. (2021). Classroom observation and mathematics education research. Journal of Mathematics Teacher Education, 24, 5–31.

  • Breault, R. (2016). Emerging issues in duoethnography. International Journal of Qualitative Studies in Education, 29(6), 777–794.

    Article  Google Scholar 

  • Brown, J., Brown, L., Coles, A., & Helliwell, T. (2020). Learning to teach mathematics: The lesson de-brief conversation. In S. Llinares & O. Chapman (Eds.), International handbook of mathematics teacher education. Volume 2: Tools and processes in mathematics teacher education (2nd ed., pp. 85–110). Brill: The Netherlands.

  • Chang, H., Ngunriji, F. W., & Hernandez, K. C. (2013). Collaborative autoethnography. Walnut Creek, CA: Left Coast Press.

    Google Scholar 

  • Clandinin, D. J., & Connelly, F. M. (1995). Teachers’ professional knowledge landscapes. New York, NY: Teachers College Press.

    Google Scholar 

  • Coon-Kitt, M. J., Lloyd, G. M., Wolkenhauer, R., Badiali, B., Bauer, D., Davenport, A., . . . Titus, N. (2019). The Pennsylvania State University and State College Area School District: Taking stock and looking to the future after 20 years of collaboration. School-University Partnerships, 12(1), 3–9.

  • Cope, P., & Stephen, C. (2001). A role for practising teachers in initial teacher education. Teaching and Teacher Education, 17, 913–924.

    Article  Google Scholar 

  • Darragh, L. (2016). Identity research in mathematics education. Educational Studies in Mathematics, 93(1), 19–33.

    Article  Google Scholar 

  • Dinkelman, T., Margolis, J., & Sikkenga, K. (2006). From teacher to teacher educator: Experiences, expectations, and expatriation. Studying Teacher Education, 2(1), 5–23.

    Article  Google Scholar 

  • Even, R. (2008). Facing the challenge of educating educators to work with practicing mathematics teachers. In B. Jaworski & T. Wood (Eds.), The international handbook of mathematics teacher education: The mathematics teacher educator as a developing professional (Vol. 4, pp. 57–73). Rotterdam: Sense Publishers.

    Google Scholar 

  • Frank, C. (1999). Ethnographic eyes: A teacher’s guide to classroom observation. Portsmouth, NH: Heinemann.

    Google Scholar 

  • Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2004). Supervision and instructional leadership: A developmental approach (6th ed.). Boston: Allyn & Bacon.

    Google Scholar 

  • Hamilton, M. L., Pinnegar, S., & Davey, R. (2016). Intimate scholarship: An examination of identity and inquiry in the work of teacher educators. In J. Loughran & M. L. Hamilton (Eds.), International handbook of teacher education (pp. 181–237). Singapore: Springer.

    Chapter  Google Scholar 

  • Herr, K. G., & Anderson, G. (2005). The action research dissertation. Thousand Oaks: Sage.

    Google Scholar 

  • Hill, H. C., & Grossman, P. (2013). Learning from teacher observations: Challenges and opportunities posed by new teacher evaluation systems. Harvard Educational Review, 83(2), 371–384.

    Article  Google Scholar 

  • Hughes, J., & Tanen, N. (1985). The breakfast club [motion picture]. United States: Universal Pictures.

  • Jaworski, B. (2008). Mathematics teacher educator learning and development. In B. Jaworski & T. Wood (Eds.), The international handbook of mathematics teacher education: The mathematics teacher educator as a developing professional (Vol. 4, pp. 335–361). Rotterdam: Sense Publishers.

    Google Scholar 

  • Kidd, J., & Finlayson, M. (2015). She pushed me, and I flew: A duoethnographic story from supervisors in flight. Forum: Qualitative Sozialforschung, 16.

    Google Scholar 

  • Latta, M. M., & Buck, G. (2007). Professional development risks and opportunities embodied within self-study. Studying Teacher Education, 3, 189–205.

    Article  Google Scholar 

  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Leikin, R., Zazkis, R., & Meller, M. (2018). Research mathematicians as teacher educators: Focusing on mathematics for secondary mathematics teachers. Journal of Mathematics Teacher Education, 21(5), 451–473.

    Article  Google Scholar 

  • Losano, L., Fiorentini, D., & Villarreal, M. E. (2018). The development of a mathematics teacher’s professional identity during her first year teaching. Journal of Mathematics Teacher Education, 21(3), 287–315.

    Article  Google Scholar 

  • Lovin, L. H., Sanchez, W. B., Leatham, K. R., Chauvot, J. B., Kastberg, S. E., & Norton, A. H. (2012). Examining beliefs and practices of self and others: Pivotal points for change and growth for mathematics teacher educators. Studying Teacher Education, 8, 51–68.

    Article  Google Scholar 

  • Lunenberg, M., & Hamilton, M. L. (2008). Threading a golden chain: An attempt to find our identities as teacher educators. Teacher Education Quarterly, 35, 185–205.

    Google Scholar 

  • Malle, L., & George, G. W. (1981). My dinner with Andre [Motion picture]. United States: New Yorker Films.

  • Marin, K. A. (2014). Becoming a teacher educator: A self-study of the use of inquiry in a mathematics methods course. Studying Teacher Education, 10, 20–35.

    Article  Google Scholar 

  • Mason, J. (2002). Researching your own practice: The discipline of noticing. New York: Routledge.

    Book  Google Scholar 

  • Mtika, P., Robson, D., & Fitzpatrick, R. (2014). Joint observation of student teaching and related tripartite dialogue during field experience: Partner perspectives. Teaching and Teacher Education, 39, 66–76.

    Article  Google Scholar 

  • National Association for Professional Development Schools [NAPDS]. (2008). What it means to be a professional development school. Retrieved from http://napds.org/wp-content/uploads/2014/10/ Nine-Essentials.pdf

  • Newberry, M. (2014). Teacher educator identity development of the nontraditional teacher educator. Studying Teacher Education, 10, 163–178.

    Article  Google Scholar 

  • Norris, J., & Sawyer, R. D. (2012). Toward a dialogic inquiry. In J. Norris, R. D. Sawyer, & D. Lund (Eds.), Duoethnography: Dialogic methods for social, health, and educational research (pp. 9–39). Walnut Creek, CA: Left Coast Press.

    Google Scholar 

  • Norris, J., Sawyer, R. D., & Lund, D. (Eds.). (2012). Duoethnography: Dialogic methods for social, health, and educational research. Walnut Creek, CA: Left Coast Press.

    Google Scholar 

  • Rapke, T. K. (2014). Duoethnography: A new research methodology for mathematics education. Canadian Journal for Science, Mathematics, and Technology Education, 14, 172–186.

    Article  Google Scholar 

  • Rice, C. L., & Lloyd, G. M. (2020). School and university-based mathematics teacher educators’ shared expertise in a third space. In G. M. Lloyd & O. Chapman (Eds.), International handbook of mathematics teacher education: Vol. 3: Participants in mathematics teacher education (2nd ed., pp. 265–285). Leiden, The Netherlands: Koninklijke Brill DV.

  • Sawyer, R. D., & Norris, J. (2013). Duoethnography. New York: Oxford University Press.

    Google Scholar 

  • Slick, S. K. (1998). The university supervisor: A disenfranchised outsider. Teaching and Teacher Education, 13(7), 713–726.

    Article  Google Scholar 

  • Snipes, J. T., & LePeau, L. A. (2017). Becoming a scholar: A duoethnography of transformative learning spaces. International Journal of Qualitative Studies in Education, 30, 576–595.

    Article  Google Scholar 

  • Valencia, S. W., Martin, S. D., Place, N. A., & Grossman, P. (2009). Complex interactions in student teaching: Lost opportunities for learning. Journal of Teacher Education, 60(3), 304–322.

    Article  Google Scholar 

  • Walshaw, M. (2004). Pre-service mathematics teaching in the context of schools: An exploration into the constitution of identity. Journal of Mathematics Teacher Education, 7, 63–86.

    Article  Google Scholar 

  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Williams, J. (2014). Teacher educator professional learning in the third space: Implications for identity and practice. Journal of Teacher Education, 65(4), 315–326.

    Article  Google Scholar 

  • Williams, J., Ritter, J., & Bullock, S. M. (2012). Understanding the complexity of becoming a teacher educator: Experience, belonging, and practice within a professional learning community. Studying Teacher Education, 8, 245–260.

    Article  Google Scholar 

  • Wood, M. B., & Turner, E. E. (2015). Bringing the teacher into teacher preparation: Learning from mentor teachers in joint methods activities. Journal of Mathematics Teacher Education, 18, 27–51.

    Article  Google Scholar 

  • Zaskis, R., & Koichu, B. (2015). A fictional dialogue on infinitude of primes: Introducing virtual duoethnography. Educational Studies in Mathematics, 88, 163–181.

    Article  Google Scholar 

  • Zeichner, K. (2010). Rethinking connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61, 89–99.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Curriculum & Instruction, The Pennsylvania State University, University Park, State College, PA, 16802, USA

    Gwendolyn M. Lloyd & Mary Jayne Coon-Kitt

  2. State College Area School District, State College, PA, USA

    Andrea de Carle & Mary Jayne Coon-Kitt

Authors
  1. Gwendolyn M. Lloyd
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Andrea de Carle
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Mary Jayne Coon-Kitt
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Gwendolyn M. Lloyd.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Lloyd, G.M., de Carle, A. & Coon-Kitt, M.J. When You’re with Me, I’m Learning: a Duoethnography of Teacher Educators’ Identities in Relation to Observing Preservice Teachers’ Emergent Mathematics Instruction. Int J of Sci and Math Educ 19 (Suppl 1), 77–98 (2021). https://doi.org/10.1007/s10763-021-10162-5

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10763-021-10162-5

Keywords

Search

Navigation