The development of a mathematics teacher’s professional identity during her first year teaching View Full Text


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Article Info

DATE

2018-06

AUTHORS

Leticia Losano, Dario Fiorentini, Mónica Villarreal

ABSTRACT

This study is focused on a period that poses several challenges for the development of mathematics teachers’ professional identities and agency: their first year of teaching in schools. During this period, beginning mathematics teachers confront tensions and contradictions among the principles, ideals, and experiences encountered during pre-service education and the demands, and restrictions of their teaching practice in schools. This article approaches this topic by developing an interpretative case study centered on one novice mathematics teacher, Sol. The aim is to describe and understand the development of Sol’s professional identity and agency during her first teaching year. Considering identity development as a diachronic phenomenon, we carry out a narrative analysis of the research data. The findings show that Sol developed her professional identity and agency through a process that gathered together the teaching practices possible inside her school, the positions she could negotiate as a newcomer inside the institution, and the cultural practices and discourses embodied during pre-service education. The results bring to the forefront the profound and tense interactions between the intimate and personal terrain of mathematics teachers and the social and cultural world of the schools where they work. Sol’s case also contributes to understanding the role that a robust pre-service education can play in the development of beginning teachers’ professional identities and in the possibility they could become agents of transformation in their schools. More... »

PAGES

287-315

References to SciGraph publications

  • 2017. Current Research on Prospective Secondary Mathematics Teachers’ Professional Identity in THE MATHEMATICS EDUCATION OF PROSPECTIVE SECONDARY TEACHERS AROUND THE WORLD
  • 2010-12. Mathematics pedagogical change: rethinking identity and reflective practice in JOURNAL OF MATHEMATICS TEACHER EDUCATION
  • 2014. Mathematics Teacher Identity in ENCYCLOPEDIA OF MATHEMATICS EDUCATION
  • 2012-04. Reformulations of mathematics teacher identity and voice in JOURNAL OF MATHEMATICS TEACHER EDUCATION
  • 2012-05. Finding a voice? Narrating the female self in mathematics in EDUCATIONAL STUDIES IN MATHEMATICS
  • 2013-09. Troubling “understanding mathematics in-depth”: Its role in the identity work of student-teachers in England in EDUCATIONAL STUDIES IN MATHEMATICS
  • 2011. Becoming a Mathematics Teacher, Identity and Identifications in NONE
  • 2008-02. Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice in JOURNAL OF MATHEMATICS TEACHER EDUCATION
  • 2009. Student Teachers’ Experiences and Early Years of Teaching in THE PROFESSIONAL EDUCATION AND DEVELOPMENT OF TEACHERS OF MATHEMATICS
  • 2004-03. Pre-service Mathematics Teaching in the Context of Schools: An Exploration into the Constitution of Identity in JOURNAL OF MATHEMATICS TEACHER EDUCATION
  • 2005-02. A sociocultural analysis of the development of pre-service and beginning teachers’ pedagogical identities as users of technology in JOURNAL OF MATHEMATICS TEACHER EDUCATION
  • 2011-12. Teachers’ knowledge, practice, and identity: essential aspects of teachers’ learning in JOURNAL OF MATHEMATICS TEACHER EDUCATION
  • 2015. Pre-service Mathematics Teachers’ Experiences in Modelling Projects from a Socio-critical Modelling Perspective in MATHEMATICAL MODELLING IN EDUCATION RESEARCH AND PRACTICE
  • 2013-06. Theoretical frameworks in research on and with mathematics teachers in ZDM
  • Identifiers

    URI

    http://scigraph.springernature.com/pub.10.1007/s10857-017-9364-4

    DOI

    http://dx.doi.org/10.1007/s10857-017-9364-4

    DIMENSIONS

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