The mathematics teacher educator as broker: boundary learning

Elisabeta Eriksen (1) , Yvette Solomon (2)

1 OsloMet - Oslo Metropolitan University
2 MMU - Manchester Metropolitan University

We analyse how two co-teaching mathematics teacher educators (MTEs) describe and justify the enactment of their theory of change in a course for practicing teachers. Applying concepts from Communities of Practice, we identify a shared view of the key boundary objects highlighted in the design of the course in our two MTEs, alongside divergent but complementary means of brokering learning at the boundary during enactment. Prominent in our analysis is a working relationship in which one MTE brokering through coordination appears to allow the other to work towards radical transformation, by seeking confrontation that allows her to define the problem space. We consider the implications of this dynamic for their emphasis on teaching as a pair.

Mots clés: Boundary learning; brokers; mathematics teacher educators

Domaines: Mathématiques [math]

Elisabeta Eriksen, Yvette Solomon. The mathematics teacher educator as broker: boundary learning. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy. ⟨hal-03746258⟩