Document Type
Peer-Reviewed Article
Publication Date
2023
Abstract
In this article, I explore the impact of receiving mentorship into research and theory of the field that was guided by a social constructivist learning lens. I reflect on the ways that my conception of research and research agenda were framed subconsciously by early experiences investigating my secondary mathematics teaching practice under the mentorship of Dr. Terry Wood. Terry mentored through listening, posing questions, creating cognitive conflict, and encouraging my autonomous exploration. What stood out from this process are the parallels between her words about constructivism, applied to the elementary mathematics classroom, and her ways of mentoring me into the space of mathematics education research, theory, and practice. Her patient and student-centered mentorship had a profound impact on my ways of framing and studying teacher learning.
DOI
10.1080/00405841.2022.2135908
Recommended Citation
Keazer, L. (2023). Creating a context for graduate student learning through constructivist inquiry: Introduction to academia as learning through play. Theory Into Practice, 62(1), 50-61. Doi: 10.1080/00405841.2022.2135908
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Included in
Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
Comments
Accepted author version posted online: 17 Oct 2022.
As a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also.