Аннотация
This paper explores an innovative methodology — self-study through narrative inquiry —
as a way of critically examining pedagogical practice in mathematics teacher education. A
unique feature of this self-study was the simultaneous use of narrative inquiry as a research
method and a pedagogical tool used with prospective teachers. By juxtaposing my own
learning experiences with prospective teachers’ learning into accounts of practice I have
reconceptualised my approach to mathematics teacher education in terms of establishing an
inquiry landscape for co-learning. Three core features of this landscape are outlined to
illustrate the potential of self-study to foster critical reflection that impacts on practice. The
implications for mathematics teacher educators, and the programs they develop, are
threaded throughout the paper.
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