- Title
- Learning metaphors and learning stories (stelos) of teachers participating in an in-service numeracy community of practice
- Creator
- Pausigere, Peter, Graven, Mellony
- Subject
- To be catalogued
- Date
- 2013
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/482430
- Identifier
- vital:78650
- Identifier
- https://doi.org/10.1080/16823206.2013.847027
- Description
- This paper uses metaphors to describe how nine selected teachers are learning and developing maths identities through their participation in a primary maths focused in-service education teacher community, called the Numeracy Inquiry Community of Leader Educators (NICLE). The metaphors emerge from data obtained in interactive interviews about their learning and participation in the NICLE, focusing on their evolving mathematical identities. The focus on metaphorical terms is informed by the sociocultural-participationist theoretical perspective. The learning stories of these educators point to the emergence of two metaphors, namely activation and reinvigoration, in relation to their mathematics learning experiences and participation in the primary maths teacher in-service programme. Teachers with a history of mathematical competence reinvigorated their mathematical identities through participation in the NICLE with some of the teachers’ identities outcropping into a wider range of mathematical and maths education practices. The identities of teachers with weak mathematical histories (stunted by negative school mathematical experiences) become remediated, and new mathematical identities are activated through participation in the NICLE Communities of Practice. We conclude the paper by discussing the potentials and limitations of the Communities of Practice teacher in-service model for primary maths teachers and teacher education.
- Format
- 12 pages, pdf
- Language
- English
- Relation
- Education as Change, Pausigere, P. and Graven, M. (2013) ‘Learning metaphors and learning stories (stelos) of teachers participating in an in-service numeracy community of practice’, Education as Change, 18(1), pp. 33–46. doi: 10.1080/16823206.2013.847027, Education as Change volume 18 number 1 33 46 2013 1947-9417
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the Taylor and Francis Online Terms and Conditions Statement (https://www.tandfonline.com/terms-and-conditions)
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- Visitors: 6
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Collections
Graven, Mellony (Prof)
RU DST/NRF SARChI for South African Numeracy
RU Department of Education
SDG 04. Quality Education
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