id: 06617742
dt: j
an: 2016e.00353
au: Nolan, Kathleen T.
ti: Schooling novice mathematics teachers on structures and strategies: a
Bourdieuian perspective on the role of “others” in classroom
practices.
so: Educ. Stud. Math. 92, No. 3, 315-329 (2016).
py: 2016
pu: Springer Netherlands, Dordrecht
la: EN
cc: D39 C70 D20
ut: novice mathematics teachers; Bourdieu’s social field theory; agency;
reflexive sociology; doxa; field of opinion; mathematics pedagogy and
innovation
ci:
li: doi:10.1007/s10649-015-9668-1
ab: Summary: School discursive practices produce and reproduce acceptable
notions of the good mathematics teacher, thereby shaping identity and
agency in becoming a teacher. In this paper, I draw on key aspects of
Bourdieu’s social field theory ‒ his conceptual “thinking
tools” and his reflexive sociology ‒ to explore the relations and
discourses of school mathematics classrooms as experienced by two
novice secondary mathematics teachers. Presentation and analysis of
interview transcript data, juxtaposed with fictional “dear novice
teacher” letters from the field, reveal the ways in which the two
novice mathematics teachers carefully negotiate space for enacting
agency amid institutional school “others.” The reflections in this
paper are made relevant for mathematics teacher education through a
better understanding of novice mathematics teacher agency, including an
account of how these two teachers are being “schooled” on the
structures and strategies of classroom practices. An additional
contribution of this paper to theory in mathematics education lies in
the approach to analysis that draws on Bourdieu’s reflexive
sociology, specifically the concept of a field of opinion, to introduce
competing discourses offered by novice teachers in mathematics
classrooms and by teacher educators/researchers in teacher education
programs.
rv: