Abstract
In a recent book on international trends in mathematics teacher education, Dawson (1999) describes a perceived international trend of supply and demand and contrasts it with an enactivist approach. This chapter examines a short-term interaction between the three authors, which took place at a university under the ambit of ‘staff development’. After describing the specifics of the engagement, the authors stand back from the details and begin to sift through its many layers through a variety of theoretical lenses including those of collaborative research and enactivism. Issues of trust, hierarchy and relationship are examined as the authors revisit Dawson’s commentary and attempt to argue a case for the crucial need to situate staff development as a collaborative venture of ‘learning from experience’ rather than as yet another opportunity to ‘get an education’.
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Breen, C., Agherdien, G., Lebethe, A. (2003). A Case for Collaborative Staff Development. In: Peter-Koop, A., Santos-Wagner, V., Breen, C., Begg, A. (eds) Collaboration in Teacher Education. Mathematics Teacher Education, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1072-5_14
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DOI: https://doi.org/10.1007/978-94-017-1072-5_14
Publisher Name: Springer, Dordrecht
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