Maths + Movement: Methodological Considerations for Mathematics Teacher Educators as Action Researchers Sawatzki, Carly, Ocean, Jude, Davidson, Aylie and Lander, Natalie 2020, Maths + Movement: Methodological Considerations for Mathematics Teacher Educators as Action Researchers. In White, Peta J., Tytler, Russell, Ferguson, Joseph and Cripps Clark, John (ed), Methodological Approaches to STEM Education Research Volume 1, Cambridge Scholars Publishing, Newcastle upon Tyne, Eng., pp.154-173. Attached Files Name Description MIMEType Size Downloads Title Maths + Movement: Methodological Considerations for Mathematics Teacher Educators as Action Researchers Author(s) Sawatzki, Carly orcid.org/0000-0002-1463-8844 Ocean, Jude Davidson, Aylie Lander, Natalie Title of book Methodological Approaches to STEM Education Research Volume 1 Editor(s) White, Peta J. orcid.org/0000-0002-0225-5934 Tytler, Russell orcid.org/0000-0003-0161-7240 Ferguson, Joseph orcid.org/0000-0002-0971-3256 Cripps Clark, John orcid.org/0000-0002-0335-6964 Publication date 2020 Series Contemporary Approaches to Research in Stem Education Chapter number 9 Total chapters 13 Start page 154 End page 173 Total pages 20 Publisher Cambridge Scholars Publishing Place of Publication Newcastle upon Tyne, Eng. Keyword(s) pre-service teacher education action research mathematics education active pedagogies Summary This chapter aims to explore the methodological considerations, tensions, challenges and constraints for mathematics teacher educators as action researchers within a large-scale project designed by colleagues from different fields. Here, with reference to records of key interactions during a planning workshop, we will examine the conversations that took place as we planned to become action researchers within a core mathematics education course; agreed upon data collection opportunities and activities; and grappled with issues of fidelity, reliability and validity. In particular, we will share our divergent views of action research and how these amplified various competing priorities for the first three authors, who were set to grapple with identities and roles as mathematics content specialists, advocates for the discipline of mathematics, mathematics educators, and educational researchers. We argue that it was only through a commitment to expose and challenge each other’s thinking that the authoring team came to understand each other’s philosophical and epistemological positions, priorities and aims related to the professional learning and growth of pre-service teachers and the teaching and learning of primary school students. ISBN 1-5275-5551-8 978-1-5275-5551-8 Edition 1st Language eng Indigenous content off Field of Research 13 Education HERDC Research category B1 Book chapter Copyright notice ©2020, The Editors & Authors Persistent URL http://hdl.handle.net/10536/DRO/DU:30144387 Document type: Book Chapter Collections: Faculty of Arts and Education School of Education Related Links Link Description Connect to Publisher - Book Supporting Document Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 22 Oct 2020, 11:24:47 EST Fri, 23 Oct 2020, 04:01:01 EST Mon, 26 Oct 2020, 06:59:25 EST Thu, 26 Nov 2020, 05:05:29 EST Tue, 01 Dec 2020, 14:20:40 EST Tue, 01 Dec 2020, 14:30:44 EST Tue, 01 Dec 2020, 15:00:01 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 17 Abstract Views, 1 File Downloads  -  Detailed Statistics Created: Thu, 22 Oct 2020, 11:24:47 EST

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