Becoming a Mathematics Teacher: The Role of Professional Identity

Autor/inn/en	Akkoç, Hatice; Yesildere-Imre, Sibel
Titel	Becoming a Mathematics Teacher: The Role of Professional Identity
Quelle	In: International Journal of Progressive Education, 13 (2017) 2, S.48-59 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Mathematics Instruction; Mathematics Teachers; Preservice Teachers; Preservice Teacher Education; Professional Identity; Foreign Countries; Semi Structured Interviews; Teacher Education Programs; Teaching Methods; Qualitative Research; Elementary School Mathematics; Elementary School Teachers; Grade 5; Grade 6; Grade 7; Grade 8; Practicums; Turkey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Elementare Mathematik; Schulmathematik; Elementary school; Grundschule; Volksschule; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Practicum; Praktikum; Praktika; Türkei
Abstract	Teachers' pedagogical practice and choices for their actions could not only be explained by their knowledge, beliefs or attitudes (Rodgers & Scott, 2008). Identity also has a crucial role in learning to teach. The aim of this study is to investigate contextual nature of preservice mathematics teachers' professional identities. For this aim, a case study was designed. Participants are three preservice mathematics teachers in a state university in Turkey. The data was collected through semi-structured interviews. Pre-interviews were conducted in the beginning of the data collection process. Participants were asked questions about why they chose teaching as a profession. During the following ten weeks, preservice teachers participated in activities such as teaching in real classroom settings, interviewing pupils, mathematics teachers and school administrators. Following these activities, post-interviews were conducted. Qualitative content analysis was used to analyze the data. The findings revealed that preservice teachers' identities were not stable throughout different contexts. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: http://www.inased.org/ijpe.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01