Sociological tools in the study of knowledge and practice in mathematics teacher education

Parker, Diane; Adler, Jill

doi:10.1007/s10649-012-9421-y

Cited by 3 publications

(3 citation statements)

References 10 publications

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“…In the model of transmission, the recognition and realisation rules form a code of the acquisition within any pedagogic context. As discussed above, recognition and realisation are functions of classification and framing; ‘at the level of the acquirer, the recognition and realisation rules enable the ‘what and how’ for constructing the expected legitimate text’ (Parker and Adler, 2014: 206). Strong framing of pedagogic discourse between transmitter (the DfE) and the acquirer (BSOs) would suggest that the acquirers would possess, or have the ability to acquire, recognition (they should be able to recognise the voice of the policy) and realisation (they should be able to legitimately reproduce the policy’s message) rules required to enact the policy (Leow, 2011: 320).…”

Section: The Model Of Transmission Contextmentioning

confidence: 99%

The role of British Schools Overseas in promoting and upholding British values: using transmission context in policy analysis

Pearce

2021

Jnl of Research in Internatl Education

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With their central position in society as facilitators of information, schools and teachers play a key role in the articulation and embedding of government-driven policy targeted at school-age children; under the British government, this key role extends beyond the borders, to British Schools Overseas. In the last decade, this has been especially prevalent in the dissemination of anti-terrorism rhetoric and policy, created to prevent the radicalisation of students; most recently, this has involved the inclusion of ‘fundamental British values’ (FBV) in policy and curriculum. Using the work of Basil Bernstein and, in particular, the model of transmission context which sits within his theories on pedagogic discourse, this paper analyses the discourse embedded in multiple FBV policies. Through a focus on classification and framing of the discourses embedded in the policies, this paper highlights the transmission of power in these policies, with a focus on language used to convey this power; and conveys an understanding of the positioning, role and ‘responsibilisation’ of British schools, located outside of the United Kingdom, as central to FBV education as well as the solution to terrorism in Britain.

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Section: The Model Of Transmission Contextmentioning

confidence: 99%

The role of British Schools Overseas in promoting and upholding British values: using transmission context in policy analysis

Pearce

2021

Jnl of Research in Internatl Education

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“…One way of thinking about these issues is through Bernstein's theoretical work (1999Bernstein's theoretical work ( , 2003 on the ways that knowledge is socially constructed and circulated. This has been used to study school and teacher education settings (Bourne, 2003;Morais, 2002;Parker & Adler, 2014) and to argue that mathematics and mathematics education are different forms of knowledge (Lerman, Xu, & Tsatsaroni, 2002). Bernstein suggests that an area of knowledge derives a structure from the social ways in which it is produced and -importantly -how it is taught and learnt.…”

Section: Our Orientation To Teachers' Knowledgementioning

confidence: 99%

“…Within classrooms, a teacher is typically positioned as having access to knowledge and thus able, and required, to respond to students' legitimating appeals (Morais, 2002). However, it is a feature of mathematics that students can appeal to mathematics itself in their attempts to fix meanings -and in some pedagogies students are invited to do this (Parker & Adler, 2014). For example, mathematics teachers can step back from evaluating students' mathematics, point them to recognised ways of checking reasoning, and invite them to determine legitimacy from within mathematics itself.…”

Section: Our Orientation To Teachers' Knowledgementioning

confidence: 99%

Designing teacher education for pre-university mathematics: articulating and operationalizing pedagogic messages

Smith

Bretscher²

2018

Teaching Mathematics and Its Applications: An International Journal of the IMA

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Reviews of mathematics teacher development point to a problematic and under-theorised relationship between learning mathematics and learning about mathematics pedagogy. We adopt a Bernsteinian perspective to the design and delivery of a course preparing early career teachers to teach pre-university mathematics. The iterative development and underlying rationale of five 'key pedagogic messages' is outlined as a process of tactical design. Ongoing evaluation showed the pedagogic messages provided a critical pivot in managing transitions between thinking about the mathematical content and thinking about how to teach that content. In particular, they provided a means for us, as teacher educators, to make explicit our own thinking on mathematics pedagogy and its operationalisation, and hence render it available for reflection and critique. We argue for a design principle of articulating how teacher educators operationalise a few, explicit pedagogic messages; that pre-university mathematics presents a critical site for mathematics teacher education because it facilitates this principle; and that Bernsteinian notions of framing and knowledge structures are useful in designing as well as characterising pedagogic settings.

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Turning Mathematical Knowledge for Teaching Social

Adler

2014

Shifts in the Field of Mathematics Education

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Sociological tools in the study of knowledge and practice in mathematics teacher education

Cited by 3 publications

References 10 publications

The role of British Schools Overseas in promoting and upholding British values: using transmission context in policy analysis

The role of British Schools Overseas in promoting and upholding British values: using transmission context in policy analysis

Designing teacher education for pre-university mathematics: articulating and operationalizing pedagogic messages

Turning Mathematical Knowledge for Teaching Social

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