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Chapter Title
A Case Study of a Female Pre-service Teacher Learning to Code for Mathematics Teaching: Analysing Emotions and Attitudes through a Gender Lens
Book Title
Internalization of STEM Education
Chapter Author(s)
Robyn Ruttenberg-Rozen, Katelin Hynes, Ami Mamolo
Editors
Dr. Augusto Z. Macalalag, Dr. Ismail Sahin, Dr. Joseph Johnson, Dr. Ali Bicer
ISBN
978-1-952092-15-2
Pages
117-140
Chapter Highlights
- We present a case of a female Canadian pre-service teacher learning to code to support her future mathematics teaching.
- Learning to code for teaching is fraught with experiences of uncertainty, intimidation and overwhelmedness that are influenced by negative stereotypes, a lack of prior exposure to coding, and the vastness of the perceived learning requirements.
- Special attention is needed to support women in coding, in particular women elementary school teachers, who have been dissociating from various forms of ICT (including coding) and who make up a significant portion of the Canadian teaching workforce.
- We extend Hannula's (2002) framework for analysing attitude and changes in attitude to analyze the affectual aspects of learning to code in teacher education.
- Pedagogy that encompasses an ethics of care can offer essential and responsive insights into providing nurturing, supportive, and inclusive professional development experiences that can facilitate learning in a subject area that is perceived as stereotypically unwelcoming, individualistic, and discriminatory towards women.
Citation
Ruttenberg-Rozen, R., Hynes, K., & Mamolo, A. (2022). A case study of a female pre-service teacher learning to code for mathematics teaching: Analysing emotions and attitudes through a gender lens. In A. Z. Macalalag, I. Sahin, J. Johnson, & A. Bicer (Eds.), Internalization of STEM Education (pp. 117-140). ISTES Organization.
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