Abstract
This paper aims to explore the educative power of an experienced mathematics teacher educator-researcher (MTE-R) who displayed his insights and strategies in teacher professional development (TPD) programs. To this end, we propose a framework by first conceptualizing educative power based on three constructs—communication, reasoning, and connection—and then we extend the conceptualization with another two dimensions: the reciprocal facilitator-learner relationships involving educators, teachers, and students, as well as a bridge between research and practice. Based on both self-study and case-study approaches, we further elaborate features specific to the MTE-R’s educative power which includes communication using an approach of creating educative phenomenology, reasoning by mapping teachers’ ideas onto emergent models to solve problems in educative challenges, and connection between research and practice by coordination. In particular, the core of the educative power that supported the MTE-R to initiate at-the-moment actions was his insights into the essence of mathematics, and the learning of students and teachers. We believe that the conceptual framework in this study offers a powerful tool that could guide the analyses of educative power, especially for those studies related to the initiation of at-the-moment actions and the implementation of TPD programs.
| Original language | English |
|---|---|
| Pages (from-to) | 19-39 |
| Number of pages | 21 |
| Journal | Educational Studies in Mathematics |
| Volume | 89 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2015 May 1 |
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Keywords
- Communication
- Connection
- Educative power
- Mathematics teacher educator-researcher (MTE-R)
- Reasoning
- Teacher professional development
ASJC Scopus subject areas
- Mathematics(all)
- Education
Cite this
Exploring the educative power of an experienced mathematics teacher educator-researcher. / Yang, Kai Lin; Hsu, Hui Yu; Lin, Fou Lai; Chen, Jian Cheng; Cheng, Ying Hao.
In: Educational Studies in Mathematics, Vol. 89, No. 1, 01.05.2015, p. 19-39.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Exploring the educative power of an experienced mathematics teacher educator-researcher
AU - Yang, Kai Lin
AU - Hsu, Hui Yu
AU - Lin, Fou Lai
AU - Chen, Jian Cheng
AU - Cheng, Ying Hao
PY - 2015/5/1
Y1 - 2015/5/1
N2 - This paper aims to explore the educative power of an experienced mathematics teacher educator-researcher (MTE-R) who displayed his insights and strategies in teacher professional development (TPD) programs. To this end, we propose a framework by first conceptualizing educative power based on three constructs—communication, reasoning, and connection—and then we extend the conceptualization with another two dimensions: the reciprocal facilitator-learner relationships involving educators, teachers, and students, as well as a bridge between research and practice. Based on both self-study and case-study approaches, we further elaborate features specific to the MTE-R’s educative power which includes communication using an approach of creating educative phenomenology, reasoning by mapping teachers’ ideas onto emergent models to solve problems in educative challenges, and connection between research and practice by coordination. In particular, the core of the educative power that supported the MTE-R to initiate at-the-moment actions was his insights into the essence of mathematics, and the learning of students and teachers. We believe that the conceptual framework in this study offers a powerful tool that could guide the analyses of educative power, especially for those studies related to the initiation of at-the-moment actions and the implementation of TPD programs.
AB - This paper aims to explore the educative power of an experienced mathematics teacher educator-researcher (MTE-R) who displayed his insights and strategies in teacher professional development (TPD) programs. To this end, we propose a framework by first conceptualizing educative power based on three constructs—communication, reasoning, and connection—and then we extend the conceptualization with another two dimensions: the reciprocal facilitator-learner relationships involving educators, teachers, and students, as well as a bridge between research and practice. Based on both self-study and case-study approaches, we further elaborate features specific to the MTE-R’s educative power which includes communication using an approach of creating educative phenomenology, reasoning by mapping teachers’ ideas onto emergent models to solve problems in educative challenges, and connection between research and practice by coordination. In particular, the core of the educative power that supported the MTE-R to initiate at-the-moment actions was his insights into the essence of mathematics, and the learning of students and teachers. We believe that the conceptual framework in this study offers a powerful tool that could guide the analyses of educative power, especially for those studies related to the initiation of at-the-moment actions and the implementation of TPD programs.
KW - Communication
KW - Connection
KW - Educative power
KW - Mathematics teacher educator-researcher (MTE-R)
KW - Reasoning
KW - Teacher professional development
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UR - http://www.scopus.com/inward/citedby.url?scp=84939968810&partnerID=8YFLogxK
U2 - 10.1007/s10649-014-9589-4
DO - 10.1007/s10649-014-9589-4
M3 - Article
AN - SCOPUS:84939968810
VL - 89
SP - 19
EP - 39
JO - Educational Studies in Mathematics
JF - Educational Studies in Mathematics
SN - 0013-1954
IS - 1
ER -