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.

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Title Maths + Movement: Methodological Considerations for Mathematics Teacher Educators as Action Researchers
Author(s) Sawatzki, CarlyORCID iD for Sawatzki, Carly
Ocean, Jude
Davidson, Aylie
Lander, Natalie
Title of book Methodological Approaches to STEM Education Research Volume 1
Editor(s) White, Peta J.ORCID iD for White, Peta J.
Tytler, RussellORCID iD for Tytler, Russell
Ferguson, JosephORCID iD for Ferguson, Joseph
Cripps Clark, JohnORCID iD for Cripps Clark, John
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
Edition 1st
Language eng
Indigenous content off
Field of Research 13 Education
HERDC Research category B1 Book chapter
Copyright notice ©2020, The Editors & Authors
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School of Education
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