PEN Academic Publishing   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2017, Vol. 13(2) 48-59

Becoming a mathematics teacher: the role of professional identity

Hatice Akkoç & Sibel Yeşildere-İmre

pp. 48 - 59   |  Manu. Number: ijpe.2017.012

Published online: June 01, 2017  |   Number of Views: 236  |  Number of Download: 376


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.

Keywords: Identity, preservice mathematics teachers, teacher education, sociology of education


How to Cite this Article?

APA 6th edition
Akkoc, H. & Yesildere-Imre, S. (2017). Becoming a mathematics teacher: the role of professional identity. International Journal of Progressive Education, 13(2), 48-59.

Harvard
Akkoc, H. and Yesildere-Imre, S. (2017). Becoming a mathematics teacher: the role of professional identity. International Journal of Progressive Education, 13(2), pp. 48-59.

Chicago 16th edition
Akkoc, Hatice and Sibel Yesildere-Imre (2017). "Becoming a mathematics teacher: the role of professional identity". International Journal of Progressive Education 13 (2):48-59.