On the making of a new mathematics teacher: professional development, subjectivation, and resistance to change
Author
dc.contributor.author
Valoyes Chávez, Luz
Admission date
dc.date.accessioned
2019-12-13T18:53:25Z
Available date
dc.date.available
2019-12-13T18:53:25Z
Publication date
dc.date.issued
2019
Cita de ítem
dc.identifier.citation
Educational Studies in Mathematics (2019) 100:177–191
es_ES
Identifier
dc.identifier.other
10.1007/s10649-018-9869-5
Identifier
dc.identifier.uri
https://repositorio.uchile.cl/handle/2250/172893
Abstract
dc.description.abstract
Reform-based discourses in mathematics education have fabricated different subjectivities for
teachers such as the Btraditional^ and the Bnew^ teacher. Professional development programs
are proposed as effective mechanisms to fabricate the Bnew^ teacher. However, this teacher has
proved hard to produce. Thus, the Bresistor^ teacher has emerged into the field as a way to
explain failure within school mathematics reform. In this article, I assume that resistance is a
consequential response against particular forms of subjectivation imposed on mathematics
teachers. Using conceptual tools from Hall and Foucault, I explore the ways wherein a high
school mathematics teacher reinvents meanings of being a mathematics teacher in the context
of a professional development program aimed to implement problem-solving instruction.
Against the myth of the resistor teacher unwilling to change, what emerges is a process of
struggle over meaning. School mathematics reform, considered as an ideological event,
becomes a site in which competing meanings about being a mathematics teacher are negotiated,
contested, and resisted.
es_ES
Patrocinador
dc.description.sponsorship
PIA-CONICYT Basal Funds for Centers of Excellence Project
FB0003
Comision Nacional de Investigacion Cientifica y Tecnologica (CONICYT)
CONICYT FONDECYT
3180238