Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
How do different modalities of pedagogical practices within teacher education shape student teachers? An empirical study of secondary mathematics teacher education
University of Borås, School of Education and Behavioural Science. (LinCS)
2009 (English)Conference paper, Published paper (Refereed)
Abstract [en]

This paper aims to show how ethnography is used to explore the pedagogical practice in teacher education, how it is structured, transmitted and acquired. It has two foci, which gives the paper a dual purpose: to identify and describe (even theoretically) a key substantive issue and to reflect on the use of ethnography in this. The empirical material is drawn from an ethnographic study where a group of students were followed 20 weeks during a mathematic course. The material discussed here, represents 20 hours of participants observations from lectures in mathematics, and 8 conversional interviews with students. The paper uses Bernstein’s concepts of code and the modalities of pedagogic transmission and acquisition, and his typology of vertical and horizontal discourse, to show how a strong classified and framed practice block student teachers from developing vertical knowledge structure in mathematics. The mathematic knowledge that students are subjected to takes more the form of a horizontal discourse and that is problematic for their professional development in that a horizontal discourses reduce student access to important forms of knowledge by which they can challenge tradition and consciously change their practice (Bernstein, 2000, 2003).

Place, publisher, year, edition, pages
2009.
Keyword [en]
Teacher Education
National Category
Other Humanities not elsewhere specified
Identifiers
URN: urn:nbn:se:hb:diva-6293Local ID: 2320/5900OAI: oai:DiVA.org:hb-6293DiVA: diva2:886980
Conference
Paper presented at ECER conference in Vienna 2009
Available from: 2015-12-22 Created: 2015-12-22

Open Access in DiVA

fulltext(202 kB)259 downloads
File information
File name FULLTEXT01.pdfFile size 202 kBChecksum SHA-512
439e29e566eb6fc9d364e6c0578d428a95f287cc9946b85ba3636f88437778dcd19fbf5bc60c5940e5d2bf3366a1bf2ad00f53a3a4df386eb3388e5260ac2c85
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Player-Koro, Catarina
By organisation
School of Education and Behavioural Science
Other Humanities not elsewhere specified

Search outside of DiVA

GoogleGoogle Scholar
Total: 259 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 70 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf