Abstract
Background: This article gives an account of what I learned through the process of a self-study research project. Self-study teacher research allows teacher educators and teachers to improve their learning, plan new pedagogies and impact students’ learning.Aim: The aim of this self-study research was to improve my own practice in early childhood mathematics teacher education through interaction and collaboration with others, such as colleagues and students.Setting: As a South African university-based teacher educator, I piloted an integrated learning approach (ILA) in the teaching and learning of early childhood mathematics in a selected undergraduate programme.Methods: I began by tracking my personal development in mathematics education and in so doing was able to recognise my personal learning of mathematics as a child growing up in an African township context. I then worked with a class of 38 student teachers to create collages and concept maps to explore their understandings and experiences of ILA.Results: Through this project, I discovered that colleagues in the role of critical friends provided essential feedback on my work in progress. I also learned that student teachers need to be equipped with knowledge and hands-on experience of how integration can take place in teaching and learning early childhood mathematics. I realised that it was essential to constantly reflect on my own personal history and my professional practice to explore new ways of teaching mathematics.Conclusion: Teacher educators may consider engaging in self-study research that includes art-based self-study methods to reflect on their practices and see how they change for the benefit of their students and ultimately for the benefit of the learners.
Highlights
As a precursor to my doctoral study on the integrated learning approach (ILA) concept in the teaching and learning of mathematics in the Foundation Phase (FP), I piloted a project with 38 students in the bachelor of education (B.Ed.) programme at the tertiary institution where I am currently based
I consider how and what I learned through my interaction with ‘critical friends’ and how an ILA that had been followed assisted me in developing reflexive self-awareness strategies that enhanced my skills as a teacher educator and will continue to do so in the future
As a mathematics teacher educator in early childhood education, I came to realise how I could better understand my student teachers’ thinking about mathematics concepts and how I could support them in teaching mathematical skills and mathematical reasoning in their classes one day
Summary
As a precursor to my doctoral study on the integrated learning approach (ILA) concept in the teaching and learning of mathematics in the Foundation Phase (FP), I piloted a project with 38 students in the bachelor of education (B.Ed.) programme at the tertiary institution where I am currently based. I highlight my interactions with critical friends (i.e. peer-support reviewers) and the importance of constantly reflecting on my practice by recording my observations and reflections in a journal. This facilitated the exploration of new ways of teaching mathematics through collaboration with my colleagues. I consider how and what I learned through my interaction with ‘critical friends’ and how an ILA that had been followed assisted me in developing reflexive self-awareness strategies that enhanced my skills as a teacher educator and will continue to do so in the future. Self-study teacher research allows teacher educators and teachers to improve their learning, plan new pedagogies and impact students’ learning
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