Self study as a mechanism to foster hopeful teaching

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dc.contributor.authorGierdien, Faaizen_ZA
dc.date.accessioned2017-05-31T14:09:57Z
dc.date.available2017-05-31T14:09:57Z
dc.date.issued2012
dc.descriptionCITATION: Gierdien, F. 2012.Self study as a mechanism to foster hopeful teaching, in B. Leibowitz (ed). 2012. Higher Education for the Public Good: Views from the South. Stellenbosch: AFRICAN SUN MeDIA. 179-190. doi:10.18820/9781928357056/14.en_ZA
dc.descriptionThe original publication is available from AFRICAN SUNMeDIA - www.sun-e-shop.co.zaen_ZA
dc.description.abstractTeaching mathematics education to pre-service teachers (PSTs) enrolled at university is problematic, due to their lack of agreement about the extent to which they are prepared for teaching school mathematics. Pre-service preparation in South Africa currently occurs in the university, which impacts on the teaching of mathematics education. Noting such a context for teacher education, with its attendant dilemmas, this chapter attempts to present and explore a theoretical basis for helping us to understand what it means to teach mathematics education in such a context. I argue that such a theoretical basis is useful, providing perspectives on the practices of mathematics educators in the light of calls for teaching for the public good. The chapter takes the form of an analysis of selected excerpts of PSTs’ views of my teaching of mathematics education in a four-year Bachelor of Education (B.Ed) programme. There are a growing number of university-based science and mathematics educators who study their teaching; ie they engage in selfstudy. The question considered is: what might teaching for the public good of mathematics education in pre-service preparation at a university be like?en_ZA
dc.description.versionPublishers' versionen_ZA
dc.identifier.citationGierdien, F. 2012.Self study as a mechanism to foster hopeful teaching, in B. Leibowitz (ed). 2012. Higher Education for the Public Good: Views from the South. Stellenbosch: AFRICAN SUN MeDIA. 179-190. doi:10.18820/9781928357056/14.en_ZA
dc.identifier.isbn978-1-920338-88-6en_ZA
dc.identifier.issn978-1-928357-05-6 (ebook)en_ZA
dc.identifier.otherdoi:10.18820/9781928357056/14
dc.identifier.urihttp://hdl.handle.net/10019.1/101654
dc.language.isoen_ZAen_ZA
dc.publisherSUN MeDIAen_ZA
dc.relationHigher Education for the Public Good: Views from the Southen_ZA
dc.relation.haspartHopeful teacher education in South Africa: Towards a politics of humanityen_ZA
dc.relation.haspartGraduate attributes for the public good: a case of a research-led universityen_ZA
dc.relation.haspartSelf study as a mechanism to foster hopeful teachingen_ZA
dc.relation.haspartTeaching citizenship in visual communication design: reflections of an Afrikaneren_ZA
dc.relation.haspartTowards a pedagogy of hybridity, reconciliation and justiceen_ZA
dc.relation.haspartAfterworden_ZA
dc.relation.haspartAn evaluative framework for a socially just institutionen_ZA
dc.relation.haspartCritical professionalism: a lecturer attribute for troubled timesen_ZA
dc.relation.haspartIntroduction: Reflections on higher education and the public gooden_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101763en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101665en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101664en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101654en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101620en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101653en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101662en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101660en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101661en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101655
dc.subjectMathematics -- Education, Higher -- Study and teachingen_ZA
dc.subjectMathematics teachers -- Training ofen_ZA
dc.subjectTeaching -- Social aspectsen_ZA
dc.subjectCommon gooden_ZA
dc.subjectSelf studyen_ZA
dc.titleSelf study as a mechanism to foster hopeful teachingen_ZA
dc.typeChapters in Booksen_ZA
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