Negotiating Identity Within Diverse Educational Ideologies
Open Access
- 24 June 2021
- journal article
- research article
- Published by Hipatia Press in Journal of Research in Mathematics Education
- Vol. 10 (2), 213-234
- https://doi.org/10.17583/redimat.2021.6194
Abstract
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.Keywords
This publication has 12 references indexed in Scilit:
- On the making of a new mathematics teacher: professional development, subjectivation, and resistance to changeEducational Studies in Mathematics, 2018
- Exploring grade 3 teachers’ resistance to ‘take up’ progressive mathematics teaching rolesMathematics Education Research Journal, 2018
- The challenge of changing teaching: investigating the interplay of external and internal influences during professional learning with secondary mathematics teachersJournal of Mathematics Teacher Education, 2017
- Future Directions in Research on Mathematics-Related Teacher IdentityInternational Journal of Science and Mathematics Education, 2017
- The problem of certainty in mathematicsEducational Studies in Mathematics, 2015
- The co-construction of learning difficulties in mathematics—teacher–student interactions and their role in the development of a disabled mathematical identityEducational Studies in Mathematics, 2012
- Professional mathematics teacher identity: analysis of reflective narratives from discourses and activitiesJournal of Mathematics Teacher Education, 2012
- Beginning a pre-service teacher's mathematical identity work through narrative rehabilitation and bibliotherapyTeaching in Higher Education, 2011
- Learning to Teach in the Figured World of Reform Mathematics: Negotiating New Models of IdentityJournal of Teacher Education, 2011
- The Changing Role of the Mathematics TeacherJournal for Research in Mathematics Education, 1997