Abstract
AbstractSupervision of student teachers in their field experience is one of the practices that characterizes the work of many teacher educators. This paper takes up the issue of mathematics teacher education field experience, drawing on the conceptual tools of Bourdieu’s social field theory to interpret data from a self-study on the role of supervision “in the field.” The data storylines presented in this paper convey one mathematics teacher educator’s efforts to disrupt and reconceptualize the network of relations in teacher education field experience, with a goal of understanding how one’s professional practice as a supervisor might shape and influence a more dynamic view of these networks. The paper argues for taking a reflexive stance in teacher education, to reveal the habits and cultural capital shaping action in/of the field, and to support teacher educators as they trouble the discursive network of relations—represented in this paper through five storylines—of mathematics teacher education field e...
Highlights
I am, once again sitting in the back of a grade 10 mathematics classroom
Supervision of student teachers in their field experience is one of the practices that characterizes my work as a mathematics teacher educator and faculty advisor
This paper takes up the issue of mathematics teacher education field experience, with a particular focus on the role of teacher educator as faculty supervisor “in the field”
Summary
I am, once again sitting in the back of a grade 10 mathematics classroom. My intern teaches to her perfectly constructed backward lesson plan on linear equations. Supervision of student teachers in their field experience ( referred to as practicum or internship) is one of the practices that characterizes my work as a mathematics teacher educator and faculty advisor (supervisor).
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