This paper is a reflection on a co-teaching experience during the first mathematics methods course of a teacher preparation program, where a community of teachers (teacher educators and pre-service teachers) could reflect on tensions (with teacher beliefs, with practice, and with mathematics). Cognitively Guided Instruction (CGI) was a central tenet to the course material and required learnings, opening up opportunities to (re)negotiate those tensions with beliefs, practice, and mathematics. We employ poststructural theories, attending to the documents that participants produced as well as the thinking and reading happening simultaneously, using writing as a method of inquiry.
Myers, K., & Cannon, S. O. (2018). Looking inward: (Re)negotiating and (re)navigating mathematics teacher beliefs as teacher educators, students and scholars. In T. Hodges, G. Roy, & A. Tyminski (Eds.), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Greenville, SC: University of South Carolina & Clemson University.