Doctoral project: Becoming recognised as mathematically proficient
This study focuses on upper primary prospective teachers in their first years of a teacher education programme in Sweden, in particular, a 20-week mathematics education course. It aims to contribute with insight into how, or even if, experience from a teacher education programme and other relevant past and present social practices and figured worlds plays a role in prospective generalist teachers’ imaginings of themselves as primary mathematics teachers-to-be and potentially shapes their identity.
Project information
Doctoral student
Andreas Ebbelind
Supervisor
Jeppe Skott
Assistant supervisor
Despina Potari
Participating organizations
Linnaeus University
Financier
Linnaeus University
Timetable
1 sep 2011–30 aug 2019 Disputation 23 januari 2020 https://lnu.se/mot-linneuniversitetet/aktuellt/kalender/2020/disputation-andreas-ebbelind-200123/
Subject
Mathematics Education, Department of Mathematics, (Faculty of Technology)
Research group
Mathematics Education
Linnaeus Knowledge Environment
Education in change
More about the project
This study focuses on upper primary prospective teachers in their first years of a teacher education programme in Sweden, in particular, a 20-week mathematics education course. It aims to contribute with insight into how, or even if, experience from a teacher education programme and other relevant past and present social practices and figured worlds plays a role in prospective generalist teachers’ imaginings of themselves as primary mathematics teachers-to-be and potentially shapes their identity. The theoretical perspective, Patterns of Participation, guides the logic and the research process and is used to interpret the construct of professional identity development. Ethnographic methods were crucial during the research process, which starts by taking a wide perspective on relevant social practices and then focuses exclusively on the everyday lives of prospective teachers.
The project is a part of the research in the Mathematics Education research group and is included in the Linnaeus Knowledge Environment: Education in Transition.
