On a Math Mission: The Time and Space Compression of Professional Identity and Values in Prospective Mathematics Teachers' Stories

Autor/inn/en	Mandt, Hege Marie; Afdal, Geir
Titel	On a Math Mission: The Time and Space Compression of Professional Identity and Values in Prospective Mathematics Teachers' Stories
Quelle	In: European Educational Research Journal, 21 (2022) 1, S.165-181 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mandt, Hege Marie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904120957208
Schlagwörter	Mathematics Teachers; Mathematics Instruction; Professional Identity; Social Justice; Teacher Education Programs; Foreign Countries; Preservice Teachers; Social Values; Phenomenology; Teaching Methods; Pedagogical Content Knowledge; Student Attitudes; Teacher Responsibility; Elementary Secondary Education; Norway + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Soziale Gerechtigkeit; Ausland; Sozialer Wert; Phenomenological psychology; Phänomenologie; Psychologie; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Schülerverhalten; Lehrverpflichtung; Norwegen
Abstract	This article analyzes and discusses the professional values of prospective mathematics teachers. Theoretical approaches to the understanding of teachers' professional values, such as critical mathematics education and relational perspectives, are well developed. Still, there are few empirical contributions to the field. Here, professional values are understood as interwoven with professional identity. The article raises the question of how prospective teachers construct their identity and values in time and space, and the analysis is based on data material from mathematics teacher students at two Norwegian teacher education institutions. The main finding is that the teacher students construct their professional identity and values in a compressed timespace. Their professional responsibility is located in and restricted to themselves and the relation to the individual student, not including concern for, for instance, social justice. The students do not express opposition to ideals of social justice, but it is beyond their constructed professional timespace identity, values and responsibility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01