Abstract
Abstract As with many mathematics teacher educators, I purposefully set about challenging the curriculum and pedagogical status-quo; I wanted my Bachelor of Education pre-service teachers (PSTs) to experience learning and teaching mathematics in a connected and powerful way. I initiated was Roundtable Reflective Inquiry (RRI) sessions as one key practice that enabled PSTs to reflect on their mathematics teaching experience in an ongoing, structured manner. PSTs generated discussions based on critical events and interactions, and my aim was for PSTs to learn through their own experience rather than mine. My role was to facilitate, synthesise and challenge (often) firmly held assumptions. However, as this chapter will reveal, an often unexpected outcome of pre-service teacher education is teacher educator enrichment, knowledge and transformation. While my intention, and indeed the initial focus of my self-study was to enhance PST learning and teaching in mathematics, it soon became evident that I was learning as a teacher educator and my new approach was contributing to my own pedagogical development as a teacher educator. Learning in mathematics teacher education is about coming to know and self-study enabled me as teacher educator researcher to notice, to challenge my assumptions and to name new knowledge.
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Brandenburg, R. (2011). How Students Teach You to Learn: Using Roundtable Reflective Inquiry to Enhance a Mathematics Teacher Educator’s Teaching and Learning. In: Schuck, S., Pereira, P. (eds) What Counts in Teaching Mathematics. Self Study of Teaching and Teacher Education Practices, vol 11. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0461-9_6
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