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Changing experiences of being, becoming, and belonging: teachers’ professional identity revisited
Linnaeus University, Faculty of Technology, Department of Mathematics.ORCID iD: 0000-0002-7532-5956
2018 (English)In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704Article in journal (Refereed) Epub ahead of print
Abstract [en]

Teacher identity has become important in mathematics education research, but mainly in relation to programmes for teacher education (TE) and professional development (PD). Less attention has been paid to understanding the role and development of identities in the majority of cases in which teachers are not involved in long-term TE or PD. This paper presents a study that seeks to develop such understandings. The study defines teacher identities as their shifting experiences of being, becoming and belonging related to the profession. It is a longitudinal case study of a novice teacher, Anna, and it asks how Anna’s identities change over the first 4 years of her career at her school, Northgate. To address the question I use a framework called Patterns of Participation (PoP) in combination with a range of methods, including interviews with Anna, her closest colleagues and the leadership at her school, and observations of Anna’s classrooms and of team meetings. I argue that this combination invites new understandings of identity development, because it does not prioritise teacher engagement in one particular practice (e.g., as promoted by PD), but allows interpretations of how Anna’s engagement with a multitude of different practices play a role for her professional experiences. The results suggest that in general terms, Anna’s identity changes from being ‘a mathematics teacher at Northgate’ to becoming ‘a mathematics teacher at Northgate’.

Place, publisher, year, edition, pages
Springer, 2018.
Keywords [en]
Professional identity, Novice teachers, Mathematics, Patterns of participation Teacher development
National Category
Didactics
Research subject
Mathematics, Mathematical Education; Education, Didactics
Identifiers
URN: urn:nbn:se:lnu:diva-79111DOI: 10.1007/s11858-018-1008-3OAI: oai:DiVA.org:lnu-79111DiVA, id: diva2:1269999
Available from: 2018-12-12 Created: 2018-12-12 Last updated: 2018-12-12

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Skott, Jeppe

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf