{"id":217,"date":"2013-12-30T01:43:28","date_gmt":"2013-12-30T01:43:28","guid":{"rendered":"http:\/\/www2.uregina.ca\/ktnolan\/?page_id=217"},"modified":"2016-09-12T13:31:34","modified_gmt":"2016-09-12T19:31:34","slug":"sshrc-insight-grant","status":"publish","type":"page","link":"https:\/\/www2.uregina.ca\/ktnolan\/sshrc-insight-grant\/","title":{"rendered":"Social Science and Humanities Research Council (SSHRC) Insight Grant"},"content":{"rendered":"

RECONCEPTUALIZING SECONDARY MATHEMATICS TEACHER EDUCATION: CRITICAL AND REFLEXIVE PERSPECTIVES<\/strong><\/p>\n

2012-2016<\/p>\n

Quick Links:<\/strong><\/span><\/a>
\nRESEARCH PROGRAM OVERVIEW (ABSTRACT)<\/a><\/a>
\nRESEARCH PRODUCTS AND DISSEMINATION:
\nThree (3) Perspectives\/Dimensions:
\n1.\u00a0PROspective<\/a><\/a>
\n2. RETROspective<\/a><\/a>
\n3. INTROspective<\/a><\/a>
\nMathematics Specialist Teacher (MST)
\n<\/a>Media \u00a0& Other Reports <\/a><\/p>\n

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RESEARCH PROGRAM OVERVIEW (Abstract):<\/strong>
\nThis qualitative research program seeks to strengthen connections between teacher education, curriculum reform and mathematics education research. The objectives of this research program focus on challenging the traditional images of mathematics teacher education programs as places to \u2018train\u2019 and \u2018prepare\u2019 mathematics teachers. In reconceptualizing teacher education programs, this research initiative studies the interplay of three different perspectives, or dimensions, of teacher education. Firstly, from the pre-service, or prospective, teacher perspective (the PROspective), the goal of the research is to create a multi-dimensional model for the internship experience in secondary mathematics teacher education, one that strengthens theory-practice transitions. From the perspective of novice teachers (the RETROspective), this research strives to inform and reform teacher education programs through enhanced university-school partnerships. And finally, from the perspective of a teacher educator (the INTROspective), the research program includes a critical self-study inquiry into the pedagogical and curriculum choices that a mathematics teacher educator faces in her own practice.<\/p>\n

A recent addition to the research program (emerging from results of the RETROspective dimension) studies the use of Mathematics Specialist Teachers (MSTs) in middle years (grades 6-8). This research study (entitled, What perceptions do individuals, involved in mathematics teaching and learning, hold of the use of mathematics specialist teachers in Grades 6-8?) <\/em>was carried out during 2014-2015 in the province of Saskatchewan with five different stakeholder groups: 1) elementary (K-8) school administrators, 2) Grade 6-8 classroom teachers, 3) Grade 6-8 students, and 4) their parents\/guardians, and 5) university pre-service middle years teachers.<\/p>\n

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Publications, Conference Presentations, and Reports<\/h2>\n

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The PROspective (pre-service teacher) dimension<\/h3>\n

Peer-Reviewed Publications<\/span><\/p>\n