000 04106nam a22004815i 4500
001 978-0-387-23972-9
003 DE-He213
005 20161121230617.0
007 cr nn 008mamaa
008 100301s2005 xxu| s |||| 0|eng d
020 _a9780387239729
_9978-0-387-23972-9
024 7 _a10.1007/b104107
_2doi
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aPB
_2bicssc
072 7 _aEDU029010
_2bisacsh
082 0 4 _a370
_223
100 1 _aBrown, Tony.
_eauthor.
245 1 0 _aNew Teacher Identity and Regulative Government
_h[electronic resource] :
_bThe Discursive Formation of Primary Mathematics Teacher Education /
_cby Tony Brown, Olwen McNamara.
264 1 _aBoston, MA :
_bSpringer US,
_c2005.
300 _aX, 208 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aMathematics Teacher Education ;
_v2
505 0 _aIdentifying with Mathematics Teaching -- Towards Reconciling Insider and Outsider Perspectives -- Conceptualising Identity in Initial Teacher Education -- Trainees Becoming Teachers: an English Case Study -- The English National Reform Agenda -- How Student Teachers Learn -- The Empirical Study -- The Transition from School Pupil to Trainee Teacher -- The Intermediate Years of Training -- The Transition from Trainee to Newly Qualified Teacher -- The Discursive Formation of School Mathematics -- The Production of Cover Stories -- The Emergence of School Mathematics -- The Secrets of the Forms of School Mathematics -- Conclusion -- Conceiving Policy -- Conceiving Teacher Development -- Conceiving Mathematics -- Conceiving Research.
520 _aThis book offers a unique theoretical perspective deploying contemporary psychoanalytical and post-structuralist theory in an easy accessible style. It links issues in education research, with a particular emphasis on mathematics, to broader social concerns and theorising. This volume documents in real time the implementation of a major government numeracy programme and its receipt by trainee and new teachers. It shows how such managerialist policies cast teachers as civil servants through de-professionalising the conception of their role. The book provides an easy and accessible commentary utilising contemporary theory to describe how such teachers reconcile their personal aspirations with the external demands they encounter in negotiating their identities as professional teachers. It shows how recent advances in psychoanalytic and post-structuralist theory enable a fresh approach to analysing teacher experience of and response to policy implementation. And more broadly, by situating education in a wider social framework, it shows how we can better formulate solutions to new problems in conceptualising education policy. The twentieth century has left a legacy of techno-scientific control governed by the ideology of "real" social forces. As we begin to experience a new century where such rationalistic aspirations have been re-routed in so many areas of theory the book asks how education research might move on from these earlier instrumentalist tendencies. This volume will be of interest to researchers in mathematics education, teacher education, policy implementation, contemporary theory and psychoanalysis in education as well as to student teachers, teacher educators, teachers carrying out in-service training and postgraduate students in education.
650 0 _aEducation.
650 0 _aMathematics
_xStudy and teaching.
650 0 _aTeaching.
650 1 4 _aEducation.
650 2 4 _aMathematics Education.
650 2 4 _aTeaching and Teacher Education.
700 1 _aMcNamara, Olwen.
_eauthor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9780387239712
830 0 _aMathematics Teacher Education ;
_v2
856 4 0 _uhttp://dx.doi.org/10.1007/b104107
912 _aZDB-2-SHU
950 _aHumanities, Social Sciences and Law (Springer-11648)
999 _c501323
_d501323