Reimagining Professional Growth of Mathematics Teacher Educators: Toward Equitable Mathematics Experiences for Children

• In Event: AERA Roundtable Session Wednesday 10:50 am Four Seasons Ballroom 4
  In Roundtable Session: Reimagining Teacher Collaboration and Professional Growth: Advancing Equity and Agency in Mathematics and STEAM Education (Table 9)

Abstract

This study is fundamentally rooted in the belief that an examination of our personal histories and experiences - and an ontological exploration of the institution of mathematics education - can provide insights into the productive practices that help us define effective and equitable mathematics teaching (Authors, 2018). We used self-interrogation to assess our continued professional growth (Fletcher & Bullock, 2015). Creating regular, honest, accountable spaces where critical reflection and discussion were central to the design of this collaboration and allowed teacher educators the opportunity to focus on their own practice, ideas, and opportunities for growth. This study unpacks a critical friend project among teacher educators and shares ways this space was formed and nurtured, as well as the challenges encountered along the way.

Authors

• Craig J. Willey, Indiana University - Indianapolis

• Stefanie Livers, Bowling Green State University

• Natalie Odom Pough, University of Missouri

• Johanna Massey, Alabama A&M University

• Megan Burton, Auburn University