Mathematics Teacher Educators’ Navigational Expertise When Designing Multimodal Representations of Practice: A Semiotic Analysis
Critical elements of the expertise of mathematics teacher educators (MTE) can be identified in the artifacts they design for working with prospective teachers (PT), specifically for engaging PT in the double role of practitioners and students of practice. While MTE are increasingly utilizing designed multimodal representations of practice (such as storyboards), theoretical frameworks and methods for analyzing these pedagogical artifacts and the meanings they support are still in early development.
Critical elements of the expertise of mathematics teacher educators (MTE) can be identified in the artifacts they design for working with prospective teachers (PT), specifically for engaging PT in the double role of practitioners and students of practice. While MTE are increasingly utilizing designed multimodal representations of practice (such as storyboards), theoretical frameworks and methods for analyzing these pedagogical artifacts and the meanings they support are still in early development. We utilize a semiotic framework, expanding systemic functional linguistics to encompass non-linguistic elements, to identify aspects of what we call navigational expertise—which supports PTs in engaging both as practitioners and students of the practice.