Abstract
The results presented in this paper derive from a longitudinal case study of seven novice primary school mathematics teachers’ professional identity development. In the study it was found that this professional identity development did not include becoming a mathematics teacher. A primary school teacher in Sweden, like in many other countries, teaches many subjects but, at the same time they are the first teachers to teach mathematics to the school children. In the paper it will be shown how the novice primary school teachers’ image of a mathematics teacher prevented them from developing a sense of themselves as mathematics teachers.
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Palmér, H. (2015). Primary School Teachers’ Image of a Mathematics Teacher. In: Bernack-Schüler, C., Erens, R., Leuders, T., Eichler, A. (eds) Views and Beliefs in Mathematics Education. Freiburger Empirische Forschung in der Mathematikdidaktik. Springer Spektrum, Wiesbaden. https://doi.org/10.1007/978-3-658-09614-4_10
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