An elementary teacher’s narrative identity work at two points in time two decades apart
- 41 Downloads
The number of studies on how the process of identity work takes place in pre- and in-service teacher training contexts has recently increased. This narrative study contributes to this body of work by examining one elementary teacher’s identity work in the context of teaching mathematics at two points in time—the present, as an experienced teacher, and two decades prior, as a pre-service teacher. As part of our narrative approach, this study introduces a biography-stimulated recall method and exemplifies its use. The findings account for continuity and change in a teacher’s identity over time and broaden understanding of influences on identity in pre- and in-service teaching stages. The central role of crisis in teachers’ identity development, particularly when initiated within teacher education contexts, is highlighted. Methodological considerations in narrative follow-up studies are discussed.
KeywordsIdentity work Teacher identity Narrativity Temporality Mathematics Teacher education Biography-stimulated recall
- Black, L., Mendick, H., & Solomon, Y. (Eds.). (2009). Mathematics relationships in education: Identities and participation. New York: Routledge.Google Scholar
- Black, L., Williams, J., Hernandez-Martinez, P., Davis, P., Pampaka, M., & Wake, G. (2010). Developing a ‘leading identity’: The relationship between students’ mathematics identities and their career and higher education aspirations. Educational Studies in Mathematics, 73(1), 55–72.CrossRefGoogle Scholar
- Delamarter, J. (2015). Avoiding practice shock: Using teacher movies to realign pre-service teachers’ expectations of teaching. Australian Journal of Teacher Education, 40(2), 1–14.Google Scholar
- Goldin, G. A., Hannula, M. S., Heyd-Metzuyanim, E., Jansen, A., Kaasila, R., Lutovac, S., … Zhang, Q. (2016). Attitudes, beliefs, motivation and identity in mathematics education: An overview of the field and future directions. Switzerland: Springer International Publishing.Google Scholar
- Izadinia, M. (2013). A review of research on student teachers’ professional identity. British Educational Research Journal, 39(4), 694–713.Google Scholar
- Kaasila, R. (2000). ‘An insight into the role of pupils’: The significance of school recollections in the formation of the conceptions and teaching practices of mathematics for pre-service teachers (Doctoral dissertation). Rovaniemi: University of Lapland.Google Scholar
- Neumayer DePiper, J. (2013). Teacher identity work in mathematics teacher education. For the Learning of Mathematics, 33(1), 9–15.Google Scholar
- Paradis, A., Lutovac, S., Jokikokko, K., & Kaasila, R. (2017). Canadian and Finnish upper-secondary school mathematics teachers’ perceptions of autonomy. Pedagogy, Culture and Society. Advance online publication. https://doi.org/10.1080/14681366.2017.1407957.
- Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. In J. Hatch & R. Wisniewski (Eds.), Life history and narrative (pp. 5–23). London: Falmer.Google Scholar