Mathematics Teacher Educator Identity: A Conversation Between a Specialist and Generalist

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dc.contributor.author Murphy, M. Shaun
dc.contributor.author Glanfield, Florence
dc.date.accessioned 2010-12-22T20:07:22Z
dc.date.available 2010-12-22T20:07:22Z
dc.date.issued 2010
dc.identifier.uri http://hdl.handle.net/10294/3146
dc.identifier.uri http://ineducation.ca/article/mathematics-teacher-educator-identity-conversation-between-specialist-and-generalist en
dc.description.abstract In this paper we consider the ways the constructs of being a generalist and specialist in teaching have contributed to our stories to live by in mathematics teacher education. We employ narratives of experience to serve as frames for our discussion in this paper. We explore how our work in public schools contributed to our practice in teacher education and the ways this shapes our curriculum making with preservice teachers. Our stories to live by as mathematics educators highlight how curriculum is more than subject matter objectives and how we are shaped in our relationships with learners. Keywords: mathematics, generalist, specialist, curriculum, stories to live by, narrative inquiry en_US
dc.language en en
dc.language.iso en en_US
dc.publisher University of Regina, Faculty of Education en_US
dc.title Mathematics Teacher Educator Identity: A Conversation Between a Specialist and Generalist en_US
dc.type Article en_US
dc.description.authorstatus Other en_US
dc.description.peerreview yes en_US


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