Guest Editors: Signe E. Kastberg, Elizabeth Suazo-Flores, Melva Grant, & Olive Chapman
Call for Extended Abstracts (due June 1, 2022)
Qualitative methodologies employed in the study of mathematics teacher education have empowered mathematics teacher educators to turn the research lens on themselves and gain nuanced perspectives. The goals of self-based methodology include improving one’s own practice, fueling ideas for others’ practices and contributing to dialogues about the complex work of mathematics teacher educators. Published findings from inquiry into mathematics teacher educator practice have illustrated how studies of self can complement research exploring the impact of instructional activities on mathematics teachers, leaders and learners. The field of mathematics education benefits when the complexity of the work of mathematics teacher educators is laid bare.
Mathematics teacher educators engaged in scholarly inquiry (Lee & Newborn, 2009) of their practices communicate their diverse ways of knowing, views of what is real, and perceptions of others’ knowledge, such as the ways they discover or construct knowledge (Guba, 1990; Paul & Marfo, 2001; Stinson, 2020). Moreover, mathematics teacher educators’ research pursuits may be constrained by disciplinary cultural norms, research training and/or editorial preferences. Scholarly inquiry makes explicit mathematics teacher educators’ role in conducting and reporting research (Guilfoyle et al., 2004), which creates trustworthiness in their reports (Grant & Lincoln, 2021).
Authors are invited to submit proposals that are empirical or theoretical and personally informed using self-based methodologies or other approaches that contribute to recognition and understanding of the complexity of mathematics teacher education. Of interest are proposals that use self-based methodologies to delve into the “particularities” and intricacies of mathematics teacher educators’ work as informed by emotional, social, relational, and organizational contexts (Hamilton & Pinnegar, 2014, p. 226). Topics could include but are not limited to:
- The evolution of an instructional activity or assignment
- The role of emotion in a mathematics teacher educator’s work
- The role of collaboration in a mathematics teacher educator’s work
- Efforts to improve a mathematics teacher educator’s knowledge
- Efforts to improve a mathematics teacher educator’s practice
We invite mathematics teacher educators to represent their work in philosophical or theoretical essays, research reports, or scholarly reflections. Authors should not shy away from infusing their work with creativity as needed for the full expression of their findings and themselves.
Authors should submit an extended abstract by June 1, 2022.
Extended abstracts should be no more than 1,500 words (not including references).
Empirical research reports should provide a rationale for the proposed project, situate the project in relevant research literature, and describe the significance of the project to the special issue theme.
Essays should describe the contribution of the proposed work for the theme.
Initial decisions regarding authors invited to complete a proposed manuscript will be communicated by July 1, 2022. Final manuscripts' due dates will be staggered based on their stage of development of the proposed project (e.g., well-developed manuscript, draft manuscript, emergent projects), but all will be submitted by January 2023. Final manuscripts will be between 5,000 and 7,500 words.
We encourage submissions from mathematics teacher educators for whom English is not a primary language.
Editors of the special issue will engage with authors in unpacking their views of knowledge and being in their work as mathematics teacher educators. We assert that mathematics teacher educators will likely experience professional learning that reveals how their identity informs their practice by writing for this special issue.
Below are some prompts that you can consider addressing in your submission:
- Select an assignment you created for your content, methods, or mathematics teacher leader courses; tell us the story of how that assignment came to be and the implications of that work.
- Select a study you conducted, tell us the story of how that study came to be and what you learned. Were there lasting implications and for whom?
- Tell us the story of something you learned while teaching content, methods, or mathematics teacher leader courses. What did you learn, how did you learn it, and what were the implications for you professionally, personally?
- Tell us about a teaching moment that was emotionally draining or inspiring for you. How did your way of being influence how you conceptualized and felt at that moment? Were there residual implications for you or for others?
Grant, M. & Lincoln, Y. (2021). A conversation about rethinking criteria for qualitative and interpretive research: Quality as trustworthiness. Journal of Urban Mathematics Education, 14(2), 1-15.
Guba, E. (1990). The paradigm dialog. Sage Publications.
Guilfoyle, K., Hamilton, M. L., Pinnegar, S., & Placier, P. (2004). The epistemological dimensions and dynamics of professional dialogue in self-study. In J.J. Loughran, M.L. Hamilton, V.K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 1109-1167). Springer. https://doi.org/10.1007/978-1-4020-6545-3_28
Hamilton M.L., Pinnegar S., Davey R. (2016) Intimate scholarship: An examination of identity and inquiry in the work of teacher educators. In Loughran J., Hamilton M. (eds) International handbook of teacher education (pp. 181-237). Springer. https://doi.org/10.1007/978-981-10-0369-1_6
Lee, H., & Mewborn, D. (2009). Mathematics teacher educators engaging in scholarly practices and inquiry. In D. Mewborn & H. Lee (Eds.), M. Strutchens (Series Ed.), Scholarly practices and inquiry in the preparation of mathematics teachers (pp. 1-6). Association of Mathematics Teacher Educators.
Paul, J. & Marfo, K. (2001). Preparation of educational researchers in philosophical foundations of inquiry. Review of Educational Research, 71(4), 525-547.
Stinson, D. (2020). Philosophical considerations always already entangled in mathematics education research, In Bicudo et al. (Eds.), Mathematics Teaching Research Journal, Special Issue on Philosophy of Mathematics Education, 12(2), 8-23.