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Pre-service Mathematics Teaching in the Context of Schools: An Exploration into the Constitution of Identity

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Abstract

This paper engages withpoststructural ideas for a discussion on whatit means to engage in pedagogical work in thecontext of elementary/primary schoolmathematics classrooms. Central to the analysisare the pre-service student and the part thatthe teaching practicum plays in the `making' ofa teacher. Drawing on insights from the work ofFoucault on power and subjectivity, instancesof teaching knowledge in production, asinterpreted by pre-service teachers, areexamined. The view is towards developing theoryfrom readings of specific regulatory strategiesthat impact powerfully on pre-service teachers'constructions of themselves as mathematicsteachers.

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Authors and Affiliations

  1. Department of Technology, Science & Mathematics Education, Massey University, Private Bag 11222, Palmerston North, New Zealand, E-mail

    Margaret Walshaw

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  1. Margaret Walshaw
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Walshaw, M. Pre-service Mathematics Teaching in the Context of Schools: An Exploration into the Constitution of Identity. Journal of Mathematics Teacher Education 7, 63–86 (2004). https://doi.org/10.1023/B:JMTE.0000009972.30248.9c

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