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When teacher guides speak “past” the teacher: Two Swedish mathematics teacher guides
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.ORCID iD: 0000-0001-6075-1963
2017 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

In this paper we report on how two Swedish mathematics teacher guides communicate with teachers. We have analysed the guides from the theoretical stance that curriculum resources can support teachers’ pedagogical design capacity, i.e. support them to find productive ways to adapt curriculum resources. To investigate the guides we studied the “voice” by the use of language, focusing on personal pronouns and imperatives. Our analysis shows that both guides often speak “through” the teacher with narratives and scripted instructions, rather than “to” the teacher about strengths and weaknesses with different teaching design considerations. The results also show that in addition to speaking “to” or “through” guides can speak “past” the teacher, positioning her as an observer of the interaction between students and textbooks. This language construction is unexpected and may thus be seen as expanding the framework for investigating the “voice” of teacher guides. 

Place, publisher, year, edition, pages
2017.
National Category
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-36398OAI: oai:DiVA.org:mdh-36398DiVA, id: diva2:1139828
Conference
ICME13, Hamburg
Available from: 2017-09-08 Created: 2017-09-08 Last updated: 2017-12-22Bibliographically approved

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Koljonen, Tuula

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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  • en-US
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  • nn-NB
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  • asciidoc
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