Exploring numeracy teacher identity: an adaptation of Valsiner's zone theory

Bennison, Anne and Goos, Merrilyn (2013). Exploring numeracy teacher identity: an adaptation of Valsiner's zone theory. In: Julie White, Joint AARE 2013 Conference Proceedings. AARE 2013: Australian Association for Research in Education Annual International Conference, Adelaide, SA, Australia, (1-10). 1-5 December, 2013.

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Name Description MIMEType Size Downloads
Author Bennison, Anne
Goos, Merrilyn
Title of paper Exploring numeracy teacher identity: an adaptation of Valsiner's zone theory
Conference name AARE 2013: Australian Association for Research in Education Annual International Conference
Conference location Adelaide, SA, Australia
Conference dates 1-5 December, 2013
Proceedings title Joint AARE 2013 Conference Proceedings
Journal name AARE Conference Proceedings
Place of Publication Adelaide, SA, Australia
Publisher Australian Association for Research in Education
Publication Year 2013
Sub-type Fully published paper
Open Access Status
ISSN 1324-9320
Editor Julie White
Start page 1
End page 10
Total pages 10
Collection year 2014
Language eng
Formatted Abstract/Summary
Numeracy is identified in the Australian Curriculum (Australian Curriculum Assessment and Reporting Authority, 2012) as one of seven general capabilities that are to be developed across all curriculum areas, making the development of students’ numeracy capabilities the responsibility of all teachers. As mathematics is the discipline that underpins numeracy, teachers must be able to identify the mathematics inherent in their own learning area and design appropriate learning activities in the context of this learning area. If they are to do this they must see themselves not only as teachers of their learning area but also as teachers of numeracy, in other words, develop an identity as a teacher of numeracy. An understanding of how teachers form and develop a numeracy teacher identity will assist in supporting them to develop effective strategies for numeracy learning in their learning area. This paper extends a framework for numeracy teacher identity (Bennison & Goos, 2013) developed through a literature review of teacher identity and explores how the development of numeracy teacher identity could be investigated empirically. The paper argues that an understanding of how the characteristics identified in the numeracy teacher identity framework interact and contribute to the development of numeracy teacher identity can be gained through a sociocultural approach that uses an adaptation of Valsiner’s (1997) zone theory as the theoretical framework. The characteristics of the knowledge, affective, social and life history domains of the numeracy teacher identity framework are mapped onto the Zone of Proximal Development (ZPD), Zone of Free Movement (ZFM) and Zone of Promoted Action (ZPA). To illustrate how empirical data can be analysed through this theoretical framework two hypothetical case studies are described and the hypothetical data are mapped onto the ZPD, ZFM and ZPA to gain an understanding of each hypothetical teacher’s numeracy teacher identity.
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Institutional Status UQ

Document type: Conference Paper
Collections: Official 2014 Collection
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Created: Mon, 16 Dec 2013, 08:20:56 EST by Claire Backhouse on behalf of School of Education