The role of dissonance in mathematics teacher education
Résumé
In this paper, we explore issues relating to how certain social phenomena, such as the experiences of
teachers, can be researched. In doing so, we consider questions about the status of research texts,
how they are created, and what purposes they serve through examining the relationships between the
researcher, the reader and the text. We argue for the legitimacy of fictionalising educational
experiences and having done so present a fictionalised dialogue between two prospective
mathematics teachers from Sweden who independently decide to leave their teacher education
programmes. We use the notion of dissonance to provide a potential theory for the decisions made
by the two prospective teachers and discuss implications of this theory for the design of mathematics
teacher education programmes.
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