Abstract:It is broadly accepted that teachers’ professional identities influence how they teach and what their pupils learn. In this paper, drawing on semi-structured interviews with 22 experienced primary teachers from the Republic of Cyprus, we explore the construction of informants’ professional identities with a specific focus on mathematics teaching. Analyses, undertaken according to the constant comparison method, yielded three broad themes, implicated in differing ways in the construction and manifestation of in… Show more
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