The professional mathematics teacher: fabricating and governing the becoming of the teacher

Authors

  • Alex Montecino Aalborg University

DOI:

https://doi.org/10.4013/edu.2019.231.16313

Abstract

This paper aims at unpacking the becoming of the mathematics teacher as a professional immerse in the Chilean society, by mapping the changes that have taken within his/her fabrication and governing. A Foucault–inspired history of the present is deployed, as analytical strategy, to problematize how the discursive assemblage of social development and school mathematics produces a particular mathematics teacher—an autonomous professional that has to engage in continuous training and has to be a good decision-maker, framed within political and economic agenda. Ways of conceiving and understand the mathematics teacher are (re)producing a discursive network that operates as a technology of government for the fabrication of the desired mathematics teacher.

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Published

2019-03-12

Issue

Vol. 23 No. 1 (2019): January/March

Section

Articles

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