Fluid Identities for Equitable Mathematics Teaching: Narrative Analysis of Prospective Teachers' Foregrounds

Autor/in	Yolcu, Ayse
Titel	Fluid Identities for Equitable Mathematics Teaching: Narrative Analysis of Prospective Teachers' Foregrounds
Quelle	In: Teachers and Teaching: Theory and Practice, 27 (2021) 1-4, S.82-94 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yolcu, Ayse)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2021.1933413
Schlagwörter	Preservice Teachers; Mathematics Teachers; Preservice Teacher Education; Methods Courses; Teaching Methods; Student Attitudes; Self Concept; Equal Education; Diversity; Mathematics Education; Professional Identity; Expectation; Reflection; Biographies + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Methodisch-didaktische Anleitung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Selbstkonzept; Mathematische Bildung; Expectancy; Erwartung; Biography; Biografie; Biographie
Abstract	This study investigates the identity development of prospective teachers (PTs) in a mathematics methods course informed by equitable mathematics teaching practices. The experiences and interpretations expressed by PTs are examined through their reflections during the course. Narrative analysis of PTs' foregrounds provides a comprehensive picture of their stories and reflects the fluid nature of identity development processes. Dynamic relations between past experiences and future imaginations unpack the conflicts, paradoxes or unresolved issues in teachers' stories. Three exemplar narratives suggest that the recognition of the complicated nature of PTs' foregrounds provides broader insights into the research on teacher identities and expands the possibilities of equitable mathematics teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01