Future Directions in Research on Mathematics-Related Teacher Identity

Lutovac, Sonja; Kaasila, Raimo

doi:10.1007/s10763-017-9796-4

Cited by 73 publications

(58 citation statements)

References 52 publications

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“…Also, it does not give analytic primacy to dominant practices at Northgate in the sense of seeking first to determine their constituent elements and subsequently describe how Anna moves towards more comprehensive participation in them. Rather, it is an attempt to address a point that Lutovac and Kaasila (2017) made recently:…”

Section: Discussionmentioning

confidence: 99%

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Changing experiences of being, becoming, and belonging: teachers’ professional identity revisited

Skott

2018

ZDM Mathematics Education

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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'.

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Section: Discussionmentioning

confidence: 99%

“…A multitude of terms and definitions have been used about the construct of teacher identity (Lutovac and Kaasila 2017).…”

Section: Research On Teachers' Professional Identitiesmentioning

confidence: 99%

Changing experiences of being, becoming, and belonging: teachers’ professional identity revisited

Skott

2018

ZDM Mathematics Education

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“…Many researchers have synthesised studies on teacher identity, each providing different insights (e.g. Darragh, 2016;Lutovac & Kaasila, 2018;Graven & Heyd-Metzuyanim, 2019). While all three papers consider future directions in identity research, each of the three reviews has slightly different foci.…”

Section: Socio-cultural Perspectives On Teacher Identitymentioning

confidence: 99%

“…Darragh's (2016) paper focuses on the "theoretical underpinnings, research methods and definitions of identity" (p.19) identified in 188 articles found in 85 journals. The Lutovac and Kaasila (2018) analysis of 40 peerreviewed papers between 2000 and 2015 focuses on "possible future directions for research on teacher identity in mathematics" (p.759). Building on these two reviews, Graven & Heyd-Metzuyanim (2019) conducted their systematic review of articles from 20 mathematics education journals, known for their impact factor, over the past 5 years.…”

Section: Socio-cultural Perspectives On Teacher Identitymentioning

confidence: 99%

What Does Social Realism Have to Offer for Research on Teacher Identity in Mathematics Education?

Westaway

Kaiser

Graven

2019

Int J of Sci and Math Educ

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Research that focuses on teacher identity is gaining traction as researchers argue that teachers mediate more than mathematical knowledge and skills in the classroom. This research tends to be underpinned by a social constructionist orientation, which foregrounds epistemology over ontology. This orientation is limiting for research that wishes to understand the base conditions that enable or constrain the expression (i.e. both communication and action) of teacher identity in teaching primary mathematics. The paper suggests that this requires research that explores the interaction between structure, culture and agency in the expression of teacher identity in teaching mathematics in primary school. The study argues that a social realist orientation is of value to research on teacher identity. From this perspective, teacher identity is defined as the manner in which teachers express their roles as teachers. As the paper is primarily theoretical, the exemplification is limited to two primary school teachers' expression of only one role namely effective communicator of mathematics. It demonstrates what social realism enables, that is, not illuminated in research underpinned by a social constructionist orientation. The argument made in this paper elucidates how social realism supports a deep analysis of the structural and agential conditions that enable and constrain teacher identities.

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“…Based on its applications in mathematics education context, we see that bibliotherapy, when applied in teacher education, has the potential to stimulate prospective teachers' professional development. We understand professional development in a wider sense, as one's development of teaching and learning in terms of affect and cognition, and their teacher identity (see also Lutovac and Kaasila 2018a;Wilson 2007). We note here that not all reading produces the desired positive outcomes, which may be why bibliotherapy remains insufficiently used in teacher education.…”

Section: Introductionmentioning

confidence: 99%

How to select reading for application of pedagogical bibliotherapy? Insights from prospective teachers’ identification processes

Lutovac

Kaasila

2019

J Math Teacher Educ

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There is compelling evidence on the effectiveness of bibliotherapy for facilitating one's development. Arguably, in teacher education, bibliotherapy has been shown to facilitate prospective teachers' professional development. However, teacher educators may experience difficulties in finding relevant reading to stimulate prospective teachers' identification process, which is essential if the application of pedagogical bibliotherapy is to be successful. This study is situated in a mathematics education course for prospective elementary school teachers and explores the features of relevant pedagogical reading via analysis of four prospective elementary school teachers' identification processes with two case descriptions. The identification here relates to the reading of the so-called true stories; prospective teachers read stories of other prospective teachers from the same teacher education context. We outline the recommendations for the selection of reading material when applying pedagogical bibliotherapy in order to assist prospective teachers' professional development.

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Future Directions in Research on Mathematics-Related Teacher Identity

Cited by 73 publications

References 52 publications

Changing experiences of being, becoming, and belonging: teachers’ professional identity revisited

Changing experiences of being, becoming, and belonging: teachers’ professional identity revisited

What Does Social Realism Have to Offer for Research on Teacher Identity in Mathematics Education?

How to select reading for application of pedagogical bibliotherapy? Insights from prospective teachers’ identification processes

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