Identity resources and mathematics teaching identity: an exploratory study

Abstract

Previous studies have reported the influence of professional development (PD) on participating teachers’ identities. However, what goes on in PDs, how and why they shape particular identities require further investigation. This study contributes in this direction by drawing on the notions of practice-linked identities and identity resources to examine how two teachers’ mathematics teaching identities developed following their interactions with the resources offered in a particular PD. We argue that their developing mathematics teaching identities appeared to be linked to their backgrounds and initial motivations for joining the PD, which in turn influenced their selective interaction with resources. Implications for research and PD are discussed.

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Notes

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    In urban areas, mathematics classes are multilingual – learners come with varied main languages. The language of learning and teaching in all secondary schools is English, unlike Thulelah, not all teachers will be multilingual themselves.

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Acknowledgements

This work is based on the research supported by the South African Research Chairs Initiative of the Department of Science and Technology and National Research Foundation (Grant No. 71218). Any opinion, finding and conclusion or recommendation expressed in this material is that of the author(s) and the NRF does not accept any liability in this regard. The authors thank reviewers for critical feedback, and extend gratitude to the teachers who generously opened themselves and their classrooms and so contribute to this research.

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Correspondence to Jill Adler.

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Ntow, F.D., Adler, J. Identity resources and mathematics teaching identity: an exploratory study. ZDM Mathematics Education 51, 419–432 (2019). https://doi.org/10.1007/s11858-019-01025-z

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Keywords

  • Practice-linked identity resources
  • Professional development
  • Mathematics teachers identity