Negotiating identity within diverse educational ideologies
Tipo de documento
Autores
Lista de autores
Poulaki, Hege Marie
Resumen
We know that teachers’ identities and their ideological assumptions of teaching and learning mathematics are critical in influencing their teaching and thinking about classroom practices. To better understand prospective mathematics teachers’ identity during teacher education, this study investigates how two participants negotiate their identity within the different ideologies they experience during their teacher education program. This study takes the position that prospective mathematics teachers’ identities are understood in terms of the narratives they construct and tell about themselves and others. By using Interpretive Phenomenological Analysis (IPA), this study reveals that the participants either experienced a non-negotiation of identity or a negotiation of a new identity. We know that prospective mathematics schoolteacher’s identity and ideology have substantial consequences for the teaching and learning of mathematics. The educational ideology of mathematics, within the context of their teacher education program, can further shape the prospective teacher’s identity about the discipline. This study suggests greater focus on prospective mathematics teacher identities and ideologies and indicates the support they need through teacher education to be equipped for their future role as mathematics teachers.
Fecha
2021
Tipo de fecha
Estado publicación
Términos clave
Desarrollo del profesor | Inicial | Otro (fenomenología) | Otro (fundamentos) | Otro (gestión)
Enfoque
Idioma
Revisado por pares
Formato del archivo
Referencias
Bjuland, R., Cestari, M. L. & Borgersen, H. E. (2012). Professional mathematics teacher identity: Analysis of reflective narratives from discourses and activities. Journal of Mathematics Teacher Education, 15(5), 405–424. https://doi.org/10.1007/s10857-012-9216-1 Clarke, D. M. (1997). The changing role of the mathematics teacher. Journal for Research in Mathematics Education, 28, 278–308. https://doi.org/10.2307/749782 Clark, L. M., Badertscher, E. M. & Napp, C. (2013). African American mathematics teachers as agents in their African American students’ mathematics identity formation. Teachers College Record, 115(2), 1– 36. Ernest, P. (1991). The philosophy of mathematics education. Falmer Press. Ernest, P. (2015). The problem of certainty in mathematics. Educational studies in mathematics, 92, 379-393. https://doi.org/10.1007/s10649- 015-9651-x Fauskanger, J., Mosvold, R., & Bjuland, R. (2010). What must the teacher know? Tangenten, 4, 35-38. http://www.caspar.no/artikkel_pdf/35c_t2010-4.pdf Gratch, A. (2000). The culture of teaching and beginning teacher development. Teacher Education Quarterly, 28(4), 121–136. https://www.jstor.org/stable/23478320 Heyd-Metzuyanim, E. (2013). The co-construction of learning difficulties in mathematics-teacher-student interactions and their role in the development of a disabled mathematical identity. Educational Studies in Mathematics, 83(3), 341–368. https://www.jstor.org/stable/23434897 Heyd-Metzuyanim, E., & Shabtay, G. (2019). Narratives of ‘good’ instruction: Teachers’ identities as drawing on exploration vs. acquisition pedagogical discourses. ZDM Mathematics Education. https://doi.org/10.1007/s11858-018-01019-3 Lekaus, S., & Askevold, G. A. (2014). Mathematical reasoning through ‘imaginary dialogues’. Tangenten, 25(4), 12–17. http://www.caspar.no/artikkel_pdf/t-2014-4-4.pdf Lloyd, G. M. (2006). Preservice teachers’ stories of mathematics classrooms: Explorations of practice through fictional accounts. Educational Studies in Mathematics, 63, 57-87. https://doi.org/10.1007/s10649-005-9004-2 Lutovac, S., & Kaasila, R. (2018). Future directions in research on mathematics-related teacher identity. International Journal of Science and Mathematics Education, 16(4), 759–776. Lutovac, S. & Kaasila, R. (2011). Beginning a pre-service teacher’s mathematical identity work through narrative rehabilitation and bibliotherapy. Teaching in Higher Education, 16(2), 225–236. https://doi.org/10.1080/13562517.2010.515025 Ma, J. Y., & Singer-Gabella, M. (2011). Learning to teach in the figured world of reform mathematics: Negotiating new models of identity. Journal of Teacher Education, 62(1), 8–22.https://doi.org/10.1177/0022487110378851 Naidoo, D., & Parker, D. (2005). The implications of mathematics teachers' identities and official mathematics discourses for democratic access to mathematics. Perspectives in Education, 23(1), 53-67. https://hdl.handle.net/10520/EJC87303 Oliveira, H., & Hannula, M. S. (2008). Individual prospective mathematics teachers: Studies on their professional growth. In K. Krainer & T. Wood (Eds.), Participants in mathematics teacher education (Vol. 2, pp. 13–34). Sense Publishers. Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.).Sage. Pipere, A. & Mičule, I. (2014). Mathematical identity for a sustainable future: An interpretative phenomenological analysis. Journal of Teacher Education for Sustainability, 16(1), 5–31. Ricoeur, P. (1992). Oneself as another. University of Chicago Press. Schifter, D. (2001). Learning to see the invisible: What skills and knowledge are needed to engage with students’ mathematical ideas? In T. Wood, B. S. Nelson & J. Warfield (Eds.), Beyond classical pedagogy: Teaching elementary school mathematics (pp. 109-134). Lawrence Erlbaum. Smith, J. A., Flowers, P. & Larkin, M. (2009). Interpretive phenomenological analysis: Theory, method, and research. Sage Publications. Valoyes-Chávez, L. (2018). On the making of a new mathematics teacher: Professional development, subjectivation, and resistance to change. Educational Studies in Mathematics, Advanced online publication. https://doi.org/10.1007/s10649-018-9869-5 Westaway, L., & Graven, M. (2019). Exploring grade 3 teachers’ resistance to ‘take up’ progressive mathematics teaching roles. Mathematics Education Research Journal, 31(1), 27–46. https://doi.org/10.1007/s13394-018-0237-7 Westaway, L. (2019). The role of reflexivity in the emergence and expression of teachers’ identities in teaching primary school mathematics. ZDM Mathematics Education. https://doi.org/10.1007/s11858-019-01042-y Wideen, M., Mayer-Smith, J., & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68(2), 130- 178. https://doi.org/10.3102/00346543068002130 Wilkie, K. J. (2017). The challenge of changing teaching: Investigating the interplay of external and internal influences during professional learning with secondary mathematics teachers. Journal of Mathematics Teacher Education, 22, 95–124. Zack, V., & Graves, B. (2001). Making mathematical meaning through dialogue: ‘Once you think of it, the z minus three seems pretty weird’. Educational Studies in Mathematics, 46(1/3), 229–271. https://www.jstor.org/stable/3483245