Abstract
The essence of this paper is to present a self-study that resulted in the awareness of discrepancies that existed between our beliefs and practices as teacher educators and educational researchers. On the one hand, we assessed the impact of our teaching on participants of a professional development program. We analyzed the participants’ abilities to explore student voices as input for improving the teaching of mathematics. On the other hand, as we categorized and characterized our participants’ reflections using the tools of qualitative inquiry, the end effect was to distort and even silence those voices as an input for improving our own instruction, denying participants both agency and identity. This presented us with a living contradiction since this stance conflicted with our belief that learners deserve both agency and identity.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
