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Kathleen Nolan is a Professor in Mathematics Education at the University of Regina. Her research encompasses a diverse range of interests focused on mathematics teacher education. She explores issues related to teacher identity and the regulatory practices within schooling and learning environments. Notably, her current work examines the transitions between theory and practice in secondary mathematics teacher education, emphasizing inquiry-based teaching and learning methods. Nolan integrates Bourdieu's social field theory and critical mathematics education into her research, employing narrative self-study methodologies to deepen understanding in these areas. Past research contributions include role-play in science education and the integration of Information and Communication Technology (ICT) into student internships, targeting pre-service teachers' perceptions of alternative assessments in mathematics. Additionally, she is interested in performative arts-based research methodologies and creative scholarly writing.
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