You are here:

A Sociocultural Analysis of the Development of Pre-Service and Beginning Teachers' Pedagogical Identities as Users of Technology
ARTICLE

Journal of Mathematics Teacher Education Volume 8, Number 1, ISSN 1386-4416

Abstract

This paper reports on a study that investigated the pedagogical practices and beliefs of pre-service and beginning teachers in integrating technology into the teaching of secondary school mathematics. A case study documents how one teacher's modes of working with technology changed over time and across different school contexts, and identifies relationships between a range of personal and contextual factors that influenced the development of his identity as a teacher. This analysis views teachers learning as increasing participation in sociocultural practices, and uses Valsiner's concepts of the Zone of Proximal Development, Zone of Free Movement, and Zone of Promoted Action to offer a dynamic way of theorising teacher learning as identity formation.

Citation

Goos, M. (2005). A Sociocultural Analysis of the Development of Pre-Service and Beginning Teachers' Pedagogical Identities as Users of Technology. Journal of Mathematics Teacher Education, 8(1), 35-59. Retrieved August 15, 2020 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.