id: 06606333
dt: a
an: 2016e.00232
au: Essien, Anthony A.; Adler, Jill
ti: Operationalising Wenger’s communities of practice theory for use in
multilingual mathematics teacher education contexts.
so: Halai, Anjum (ed.) et al., Teaching and learning mathematics in
multilingual classrooms. Issues for policy, practice and teacher
education. Rotterdam: Sense Publishers (ISBN 978-94-6300-228-8/hbk;
978-94-6300-227-1/pbk; 978-94-6300-229-5/ebook). 173-193 (2016).
py: 2016
pu: Rotterdam: Sense Publishers
la: EN
cc: C59 C79
ut: community of practice; multilingual teachers; pre-service teachers
ci:
li: doi:10.1007/978-94-6300-229-5_12
ab: Summary: In this chapter, we draw substantially on {\it E. Wenger}’s
Communities of Practice (CoP) theory [Communities of practice:
learning, meaning, and identity. Cambridge: Cambridge University Press
(1998)] to develop and then propose a methodological approach for
analyzing pre-service mathematics teacher education multilingual
classrooms. The approach emerged in {\it A. A. Essien}’s study
[Preparing pre-service mathematics teachers for teaching in
multilingual classrooms: a community of practice perspective.
Johannesburg: University of the Witwatersrand (PhD Thesis) (2013)] that
investigated how pre-service mathematics teachers were being prepared
to teach mathematics in multilingual contexts. Like many others in
mathematics education, the theoretical frame for the study drew from a
disciplinary domain in the social sciences to investigate the teaching
and learning of mathematics.
rv: