Abstract
In this case study, the professional mathematics teacher identity (PMTI) of final year mathematics education students is investigated in terms of their self-perceived and actualised identity. These prospective teachers were required to discuss and describe their own PMTI in terms of three aspects: mathematics specialisation, teaching-and-learning specialisation, and caring. Subsequently, they were observed in the classroom, where the actualisation of their PMTI was considered in terms of the same three. The participants’ perceptions of their own PMTI and the actualisation of that PMTI in the classroom were found not to be congruent. While their self-perceptions regarding their prowess as Mathematics Specialists were accurate, since this is concretely tested as part of their studies, their self-perceptions as teaching-and-learning specialists and particularly as Carers, were not verifiable in their classroom practice. Espoused theory, theory that the individual perceives as true and valid, and which may thus be seen as intrinsic to their PMTI’s, is not necessarily enacted.
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van Putten, S., Stols, G. & Howie, S. Do prospective mathematics teachers teach who they say they are?. J Math Teacher Educ 17, 369–392 (2014). https://doi.org/10.1007/s10857-013-9265-0
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DOI: https://doi.org/10.1007/s10857-013-9265-0