The Role of Agency in Promoting Uptake and Sustained Implementation of Reform-Oriented Mathematics Instruction

• In Event: Fairmont Roundtable Session Five
  In Roundtable Session: Teacher Beliefs, Agency, Identity, and Knowledge (Table 11)

Abstract

Learning about how PSTs feel about their authority and roles around making instructional decisions can inform teacher education (TE) about how to create opportunities for PSTs to learn through experience. This study explores agency and the evolving instructional visions of four mathematics teachers (MTs) and is guided by the question: What type of agency experiences during TE support preservice MTs as they shift into their first year of practice? Being seen as knowledgeable and feeling a sense of belonging were central ideas around agency and practice. When MTs experienced difficultly exercising agency and had to learn how to navigate the complex social structures and dynamics of their teaching community, they underwent conflict and in some cases failure regarding their practice.

Author

• Kayce L. Mastrup, California State University - Monterey Bay
  Presenting Author