Moving beyond reflection and toward disruption in the post-field context of mathematics teacher education
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Prospective teachers bring countless stories of success and failure from different mathematics classrooms to their post-field teacher education courses. These reflective stories often glorify school mathematics classrooms and dominant traditions within, instead of confronting the marginalization of diverse groups in school environments. Mathematics teacher educators have a significant role to play in teaching prospective teachers to reflect critically on their field experiences and, in doing so, create spaces for disruption and disruptive pedagogies . Drawing on critical and equity-based theories applied within the fields of mathematics education and teacher education research, we propose a disruptive pedagogy analytical framework that enables us to study the roles and practices of mathematics teacher educators as they conduct their work in these post-field contexts of teacher education. In this paper, we introduce our disruptive pedagogy framework and present the results that followed from using it to analyze data from a research study in which mathematics teacher educators from across Canada and Norway were interviewed. We claim that our analytical framework can be used to identify those disruptive and transformative practices initiated by mathematics teacher educators—practices that are necessary to bring about shifts in inequitable and unjust classroom practices of school mathematics and in becoming a teacher. Unfortunately, however, results reported here point to the need for further shifts and growth toward more explicitly disruptive practices initiated by mathematics teacher educators in the post-field context.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it