Teachers’ conceptions of learning philosophies: discussing context and contextualising discussion

Abstract

With the introduction of any new initiative into the mathematics classroom, there is often an assumption that it will produce visible and measurable effects in teaching approaches and pupil progress. Yet, there is a body of research that tempers such optimism, drawing attention to a series of mitigating factors, for example, the deep-seated nature of teachers' practices, their implicit or stated beliefs and values, and their lack of detailed awareness of how they perform in the classroom. Rather than make associative links between these factors and the success of the initiative, our intention is to examine the ways in which teachers are trying to interpret what the new scheme requires of them and how in turn, engaging with it causes them to re-describe both their pedagogic understanding and classroom practices relationally to earlier approaches. Employing data from a small project, we seek to examine four teachers' moves to grapple with this attempted shift from one teaching paradigm to another by considering how certain key terms serve to anchor the teachers' conceptions of themselves during this transition and find that their responses can be idiosyncratic and varied depending on the approaches in which they have been previously embedded. By using theoretical ideas from some neo-Marxist writers we examine these discursive shifts and their relevance to conceiving curriculum change. We suggest that the individual's teaching practice develops as a result of it being understood and enacted through a succession of ideological filters, each adding to the cumulative experience of the teacher.

“True to Myself”: Transforming Secondary Mathematics Teachers’ Beliefs and Practices

“…Because unexplored teachers' beliefs can be a barrier to pedagogical growth, teachers' beliefs must be examined. Teacher development researchers have recommended that reform be viewed from a teacher's standpoint and as a liberation rather than a prescription (Brown et al, 2007;Cooney, 2001;Lerman, 1994;Reio Jr., 2005;Smyth & Shacklock, 1998;Woods, 1985). In order to examine secondary mathematics teachers' beliefs from the point of view of the participants, a reflective approach to research and practice is required.…”

“…Governments and learning institutions around the world introduced new curricula with the implicit assumption that these initiatives would improve teacher practice (Brown, Hanley, Darby, & Calder, 2007). However, though mathematics education reform movements in New Zealand, Australia, Europe, the UK, and North America have been underway for a number of years (e.g., Australian Education Council, 1990; Common Core State Standards Initiative (CCSSI), 2010; Ministry of Education of New Zealand, 1992; Ministry of Education of the United Kingdom, 1959; National Council of Teachers of Mathematics, 2000Mathematics, , 2006 Office for Standards in Education (OFSTED), 1994), studies continue to show that there is little evidence of adoption by teachers or of changes in classroom practices (Bishop & Glynn, 2003).…”

“…However, though mathematics education reform movements in New Zealand, Australia, Europe, the UK, and North America have been underway for a number of years (e.g., Australian Education Council, 1990; Common Core State Standards Initiative (CCSSI), 2010; Ministry of Education of New Zealand, 1992; Ministry of Education of the United Kingdom, 1959; National Council of Teachers of Mathematics, 2000Mathematics, , 2006 Office for Standards in Education (OFSTED), 1994), studies continue to show that there is little evidence of adoption by teachers or of changes in classroom practices (Bishop & Glynn, 2003). Transmissive practices still predominate (Brown et al, 2007;Hiebert et al, 2003;Mullis, Martin, Foy, & Arora, 2012;OECD, 2009;Reio Jr., 2005).…”

“…There are many documented barriers to the implementation of today's reform movements, and many agree that it is time to focus on the required shifts in beliefs and practices that are assumed by these movements (Brown et al, 2007;Pehkonen & Törner, 1999). There is promising evidence that constructivism and other empowering pedagogical perspectives or paradigms such as ethnomathematics and criticalmathematics can have an impact on teacher practice (Boaler, 2008;D'Ambrosio, 2001;Fosnot, 1996;Hiebert et al, 1997;Skovsmose, 2004).…”

“…There are few such studies developed for secondary mathematics teachers, and even fewer that would implement a participatory and critically reflective approach (Moon, 1999;Wildman & Niles, 1987). Many agree that it is time that teachers are acknowledged (Appelbaum & Davila, 2007;Hanley, Darby, Calder, & Brown, 2005;Reio Jr., 2005), and that professional learning be viewed from the perspective of providing an empowering space for teachers rather than as imposed reform (Brown et al, 2007;Cooney, 2001;Woods, 1985).…”