Researching Mathematics Teacher Identity: A Theoretical Consideration

Rø, Kirsti

doi:10.1007/978-3-030-50526-4_4

Cited by 3 publications

(2 citation statements)

References 29 publications

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“…From research on Mathematics teacher education, there is known a great deal about some of the specialty of Mathematics teachers' knowledge (Ball, Lubienski, & Mewborn, 2001) and their beliefs (Philipp, 2007). However, there is a need to understand better the dynamics of Mathematics teachers' learning, as they move across different cultures and unite their experiences into a role as a professional teacher (Rø, 2015) which make the TPI should be studied among Mathematics teachers in the Kingdom of Saudi Arabia context.…”

Section: The Psycho-sociological Perspective Of Teachers' Professiona...mentioning

confidence: 99%

Viewing Mathematics Teachers’ Professional Identity in the Kingdom of Saudi Arabia through the Lens of Social Theory of Learning and Gender Schema Theory

Abdullah¹

2021

pae

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The purpose of the study is to explore the profile of the professional identity of Mathematics teachers in the Kingdom of Saudi Arabia under the influence of Social Theory of Learning and Gender Schema Theory. The descriptive approach is used in this study. The sample size of this study is 600 secondary Mathematics teachers. This study used an adapted version of the questionnaire designed by Albaqi'i (2014) to profile the Mathematics Teachers' Professional Identity (TPI) of the participants. The findings of the study showed that there is no significant difference of Mathematics TPI in gender wise, but there is significant differences of Mathematics TPI based on teaching experiences and qualifications among the Mathematics teachers in Kingdom of Saudi Arabia.The finding of the profile analysis gives some implications to understand how TPI is evolved among Mathematics teachers in the Kingdom of Saudi Arabia through the influences of teaching experience and professional development, which represent by their qualifications. The findings also informed that male and female Mathematics teachers did not perceive their professional identity differently, which suggest that Saudi Arabia culture permit equal participation in building their professional identity

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Section: The Psycho-sociological Perspective Of Teachers' Professiona...mentioning

confidence: 99%

Viewing Mathematics Teachers’ Professional Identity in the Kingdom of Saudi Arabia through the Lens of Social Theory of Learning and Gender Schema Theory

Abdullah¹

2021

pae

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“…(VAN ZOEST;BOHL, 2005;RØ, 2015;LEVY;GONÇALVES, 2014;LEDOUX;GONÇALVES, 2015;CYRINO, 2016CYRINO, , 2017CYRINO, 2018CYRINO, , 2019GRAVEN;HEYD-METZUYANIM, 2019). P ParaCyrino (2017, p. 704), essa IPD é entendida como um movimento, que "se dá tendo vista um conjunto de crenças e concepções interconectadas ao autoconhecimento e aos conhecimentos a respeito de sua profissão, associado à autonomia (vulnerabilidade e sentido de agência) e ao compromisso político".…”

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Percepções de Formadores sobre Processos Identitários do Futuro Professor de Matemática

Melo,

Silva,

Costa

2023

Bolema

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Resumo A formação inicial cumpre papel essencial na (re)constituição da identidade profissional docente (IPD) por meio dos contextos formativos e, especialmente, dos formadores, que participam ativamente dos processos de elaboração e mobilização das IPD dos licenciandos, manifestando traços de suas próprias identidades. Tal debate, todavia, encontra resistência em cursos que ainda carregam aspectos da tradição bacharelesca, como, por exemplo, a licenciatura em Matemática. Buscando adentrar nas discussões sobre IPD na formação do professor dessa área do conhecimento e ampliá-las, esta pesquisa teve por objetivo compreender como formadores do curso de licenciatura em Matemática percebem os processos identitários do futuro professor, isto é, aspectos relacionados à (re)constituição e mobilização dessa identidade profissional no âmbito da formação inicial. Para tanto, realizou-se uma investigação qualitativa, na qual foram entrevistados seis professores formadores, acerca de suas histórias de vidas, constituições profissionais e práticas docentes. Depreendeu-se, a partir das técnicas da Análise Textual Discursiva, que os formadores, em geral, reconhecem os aspectos dinâmicos e contextuais da IPD em Matemática, identificando elementos que dela fazem parte, como questões pessoais e familiares, a trajetória de vida e formação, e, ainda, sua própria influência enquanto docentes sobre as identidades dos licenciandos. Concluímos que os formadores têm potencial para, uma vez compreendidas as nuances dos processos constitutivos da IPD dos licenciandos, implicarem cada vez mais positivamente em sua formação profissional.

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Supporting teacher identity development of preservice middle school mathematics teachers in informal learning environments

Arslan

2023

Reflective Practice

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Researching Mathematics Teacher Identity: A Theoretical Consideration

Cited by 3 publications

References 29 publications

Viewing Mathematics Teachers’ Professional Identity in the Kingdom of Saudi Arabia through the Lens of Social Theory of Learning and Gender Schema Theory

Viewing Mathematics Teachers’ Professional Identity in the Kingdom of Saudi Arabia through the Lens of Social Theory of Learning and Gender Schema Theory

Percepções de Formadores sobre Processos Identitários do Futuro Professor de Matemática

Supporting teacher identity development of preservice middle school mathematics teachers in informal learning environments

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