An analytical framework for mathematics teacher education from a critical perspective

Abstract

Whereas there has been considerable advancement in the last few decades with regard to theories and practices in mathematics education from a critical perspective, very little is known about what it means to prepare teachers for such approaches. In this article I undertake
a retrospective, reflexive analysis of my praxis as a teacher educator over the past decade, particularly when introducing an innovation such as project work to prospective primary mathematics teachers within what may be referred to as a social cultural political approach to a mathematics curriculum. Drawing on theoretical methodological tools developed for
researching mathematics education from a critical perspective, I reinterpret these for building an analytical framework for mathematics teacher education from the same perspective – as an imagined praxis, an actual praxis and an arranged praxis. I then discuss the qualities that
connect and transform these teacher education praxes and conclude with reflections on the consequences for student teachers' learning and actions when one of these dominates a teacher educator's curriculum.