Being “Challenged” and Masking my own Uncertainty: My Parallel Journey with Elementary Prospective Teachers

ABSTRACT

This research utilized self-study methodology to examine my experience as a novice elementary mathematics teacher educator whose foundation was a high school mathematics teacher and graduate training in secondary mathematics education. By analyzing video data of the weekly mathematics methods course, I relived moments in which I masked my uncertainties through engaging the class in discussion, putting up a wall of defense, and through walking away or leaving the discussion unresolved. However, my perspective of these moments was reframed through stimulated recall interviews with two of the prospective elementary teachers enrolled in the course. Our experiences were similar in terms of our tensions and professional growth, our understanding of mathematical concepts, student thinking, and appropriate instructional practices. The insights from this study raised questions regarding a community of learners among teacher educators and prospective teachers.

Esta investigación utilizó la metodología de self-study para examinar mi experiencia como formador principiante de docentes de matemática para primaria, con una base como profesor de matemática de secundaria y formación de postgrado en educación matemática. Al analizar los datos de videos de mi curso semanal de metodología para matemáticas, reviví momentos en los que enmascaré mis propias incertidumbres usando discusiones grupales en la clase, levantando una pared de defensa y dejando las discusiones sin resolver. Sin embargo, mi perspectiva sobre esos momentos cambió por medio de entrevistas con dos de los estudiantes del curso. Nuestras experiencias eran parecidas en términos de nuestras tensiones y crecimiento profesional, nuestra comprensión de conceptos matemáticos, pensamiento de los estudiantes y prácticas instruccionales apropiadas. Las comprensiones de este estudio generaron preguntas respecto a una comunidad de aprendizaje entre formadores de docentes y profesores en formación.

KEYWORDS:

• Mathematics
• self-study
• teacher education
• teacher knowledge

PALABRAS CLAVE:

• matemática
• self-study
• formación docente
• conocimiento docente

Disclosure statement

No potential conflict of interest was reported by the author.