Adopting Goldin et al.'s student 'engagement structures' for investigating teacher 'engagement structures': Some preliminary analyses.

Lake, Elizabeth (2014) Adopting Goldin et al.'s student 'engagement structures' for investigating teacher 'engagement structures': Some preliminary analyses. In: BSRLM Day Conference, 2014-03-01, King's College.

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Abstract

As part of PhD research into mathematics teachers’ emotional engagement, I am exploring means of addressing the complexity of classroom interactions, whilst incorporating teacher beliefs. Goldin, Epstein, Schorr, and Warner (2011) propose ‘engagement structures’ which are suggested as a theoretical model for framing analysis of the complex nature of affect for students of mathematics. In this paper, I examine whether this ‘engagement structures’ construct can be appropriately and usefully adapted for secondary mathematics teachers. I then discuss the fit of emerging affective characteristics to each of the strands outlined by Goldin et al. (2011). The teacher data includes a pre-observation career story; videoed observations of lessons; and post-observation discussion of video extracts where the teacher recalls emotions. If transference proves useful, then linking teacher and student ‘engagement structures’ could support detailed examination of classroom interactions.

Item Type: Conference or Workshop Item (Paper)
Additional Information: © the author
Uncontrolled Keywords: engagement structures,teacher affect,emotions,mathematics
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
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Depositing User: Pure Connector
Date Deposited: 21 Oct 2014 14:48
Last Modified: 03 Oct 2020 23:58
URI: https://ueaeprints.uea.ac.uk/id/eprint/50318
DOI:

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