### Abstract

This study explored the perspectives of mathematics teacher educator-researchers (MTE-Rs) on the use of theory in facilitating teacher growth. We adopted the framework of the theory-centered scholarship triangle (Silver & Herbst, 2007) to probe the underlying meanings of perspectives on theory use expressed by MTE-Rs. Qualitative analysis revealed three distinct types of perspectives: a perspective focusing on research, a perspective focusing on practice, and a perspective on the connection between research and practice. For the perspective on the connection between research and practice, two sub-categories were identified: connection with consideration of context and that without consideration of context. Different perspectives that MTE-Rs possess may influence their actions taken in professional development and consequently influence teachers’ learning of theory. Specifically, the cyclic process of decontextualizing and recontextualizing theory between research and practice domains is the key to the development of MTE-Rs’ educative power so that they can better facilitate teachers in learning theory.

Original language | English |
---|---|

Pages (from-to) | 197-214 |

Number of pages | 18 |

Journal | Educational Studies in Mathematics |

Volume | 98 |

Issue number | 2 |

DOIs | |

Publication status | Published - 2018 Jun 1 |

### Fingerprint

### Keywords

- Decontextualizing and recontextualizing theory
- Educator perspective
- Mathematics teacher educator-researcher (MTE-R)
- Theory use
- Theory-centered scholarship triangle

### ASJC Scopus subject areas

- Mathematics(all)
- Education

### Cite this

*Educational Studies in Mathematics*,

*98*(2), 197-214. https://doi.org/10.1007/s10649-018-9804-9

**Mathematics teacher educator-researchers’ perspectives on the use of theory in facilitating teacher growth.** / Lin, Fou Lai; Yang, Kai Lin; Hsu, Hui Yu; Chen, Jian Cheng.

Research output: Contribution to journal › Article

*Educational Studies in Mathematics*, vol. 98, no. 2, pp. 197-214. https://doi.org/10.1007/s10649-018-9804-9

}

TY - JOUR

T1 - Mathematics teacher educator-researchers’ perspectives on the use of theory in facilitating teacher growth

AU - Lin, Fou Lai

AU - Yang, Kai Lin

AU - Hsu, Hui Yu

AU - Chen, Jian Cheng

PY - 2018/6/1

Y1 - 2018/6/1

N2 - This study explored the perspectives of mathematics teacher educator-researchers (MTE-Rs) on the use of theory in facilitating teacher growth. We adopted the framework of the theory-centered scholarship triangle (Silver & Herbst, 2007) to probe the underlying meanings of perspectives on theory use expressed by MTE-Rs. Qualitative analysis revealed three distinct types of perspectives: a perspective focusing on research, a perspective focusing on practice, and a perspective on the connection between research and practice. For the perspective on the connection between research and practice, two sub-categories were identified: connection with consideration of context and that without consideration of context. Different perspectives that MTE-Rs possess may influence their actions taken in professional development and consequently influence teachers’ learning of theory. Specifically, the cyclic process of decontextualizing and recontextualizing theory between research and practice domains is the key to the development of MTE-Rs’ educative power so that they can better facilitate teachers in learning theory.

AB - This study explored the perspectives of mathematics teacher educator-researchers (MTE-Rs) on the use of theory in facilitating teacher growth. We adopted the framework of the theory-centered scholarship triangle (Silver & Herbst, 2007) to probe the underlying meanings of perspectives on theory use expressed by MTE-Rs. Qualitative analysis revealed three distinct types of perspectives: a perspective focusing on research, a perspective focusing on practice, and a perspective on the connection between research and practice. For the perspective on the connection between research and practice, two sub-categories were identified: connection with consideration of context and that without consideration of context. Different perspectives that MTE-Rs possess may influence their actions taken in professional development and consequently influence teachers’ learning of theory. Specifically, the cyclic process of decontextualizing and recontextualizing theory between research and practice domains is the key to the development of MTE-Rs’ educative power so that they can better facilitate teachers in learning theory.

KW - Decontextualizing and recontextualizing theory

KW - Educator perspective

KW - Mathematics teacher educator-researcher (MTE-R)

KW - Theory use

KW - Theory-centered scholarship triangle

UR - http://www.scopus.com/inward/record.url?scp=85045028148&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85045028148&partnerID=8YFLogxK

U2 - 10.1007/s10649-018-9804-9

DO - 10.1007/s10649-018-9804-9

M3 - Article

AN - SCOPUS:85045028148

VL - 98

SP - 197

EP - 214

JO - Educational Studies in Mathematics

JF - Educational Studies in Mathematics

SN - 0013-1954

IS - 2

ER -