RecordNumber
2369
Author
GOOS, MERRILYN
Crop_Body
MERRILYN GOOS
Title of Article
A SOCIOCULTURAL ANALYSIS OF THE DEVELOPMENT OF PRE-SERVICE AND BEGINNING TEACHERS’ PEDAGOGICAL IDENTITIES AS USERS OF TECHNOLOGY
Title Of Journal
Journal of Mathematics Teacher Education
PublishInfo
Springer
Publication Year
2005
Issue Number
8
Page
35–59
Keywords
pre-service teachers , beginning teachers , technology , secondary mathematics teaching , identity
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.