Theoretical perspectives on, and methodologies for, researching teacher decision making

Abstract

In this paper, we reflect on the role of our respective research directions to gain knowledge about ourselves as mathematics teachers, teacher educators and researchers through presenting a range of perspectives from the field of affect with a particular focus on the phenomenon of teacher decision making. The basis of this reflection is our different backgrounds in beliefs, narrative identity and enactivist research perspectives. In this paper, we follow a research tradition based on what is known as duoethnography, where the discussions amongst us are the research site, and the outcome of these discussions is the data on which we base our results. In this paper, a shared understanding of one another’s perspectives is crucial. For example, a shared understanding is needed when conducting scientific work with others, reviewing papers outside your perspective or participating fully in conferences.