名前
MARSCHALL, Malgorzata
所属機関・職
Assistant Professor in Teacher Professional Learning
Faculty of Education, University of Cambridge, England
学位
PhD in Mathematics and Teacher Education
略歴
| Education | |
| 2002 | BEng in Applied Mathematics, University of Gdansk, Poland |
| 2014 | MEd in International Perspectives in Mathematics Education, University of Cambridge, England |
| 2016 | PhD in Mathematics (Teacher) Education, University of Stockholm, Sweden |
| Academic Employment | |
| 2014–2016 | Seconded Mentor on Secondary Mathematics PGCE Faculty of Education, University of Cambridge, England |
| 2015–2016 | Affiliated Lecturer, Faculty of Education, University of Cambridge in partnership with MEI, England (Teaching Advanced Maths. In-service Mathematics Teacher PD) |
| 2016–2022 | Teaching Associate Secondary Maths PGCE Faculty of Education, University of Cambridge, England |
| 2022 | Departmental Lecturer in Mathematics and Teacher Education, Department of Education, University of Oxford, England |
| 2023-present | Assistant Professor in Education (Teacher Professional Learning), Faculty of Education, University of Cambridge, England (Secondary Maths and Professional Studies PGCE, Mathematics Education, Educational Leadership and Improvement, Mentoring in Teacher Education) |
研究テーマ
Teacher Professional Learning, Teacher Self-efficacy, Teacher Identity, Teacher Agency
研究項目
Mathematics Education, Teacher Education and Teacher Professional Learning, Beliefs and Affect in Mathematics Education, Mathematics Teacher Wellbeing
主な研究業績
- Marschall, G., Sumpter, L., Watson, S. (in print) A phenomenological response to the cognitive-discursive debate in the case of beliefs conceptualisation in mathematics education
- Marschall, G., Watson, S., Kimber, E., Major. L. (2024) A transdisciplinary study of a novice mathematics teacher’s instructional decision-making. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-024-09653-3
- Marschall, G. (2023). Teacher self-efficacy sources during secondary mathematics initial teacher education. Teaching and Teacher Education, TATE_104203. https://doi.org/10.1016/j.tate.2023.104203
- Marschall, G., & Watson, S. (2022). Teacher self-efficacy as an aspect of narrative self-schemata. Teaching and Teacher Education, 109, 1-10. https://doi.org/10.1016/j.tate.2021.103568
- Marschall, G. (2021). The role of teacher identity in teacher self-efficacy development: The case of Katie. Journal of Mathematics Teacher Education, 1-23. https://doi.org/10.1007/s10857-021-09515-2
所属学会
Faculty of Education, University of Cambridge
Hughes Hall,University of Cambridge
Camtree, Hughes Hall, University of Cambridge
International Society of the Learning Sciences
