TY - JOUR
T1 - First- and third-person mathematics-related teacher identity
T2 - capturing the learning pathway of an out-of-field teacher of mathematics acquiring mathematics teacher certification
AU - Quirke, Stephen
AU - O’Meara, Niamh
AU - Goos, Merrilyn
AU - Conway, Paul
N1 - Publisher Copyright:
© The Author(s), under exclusive licence to Springer Nature B.V. 2024.
PY - 2024
Y1 - 2024
N2 - This study captures the teacher learning, understood as identity change, of John, an experienced out-of-field [OOF] teacher of mathematics undertaking a national professional development program, the Professional Diploma in Mathematics for Teaching [PDMT]. This research draws on the commognitive framework to document John’s first-person mathematics-related teacher identity—a collection of stories told by John to a third party about being a mathematics teacher, and John’s third-person mathematics-related teacher identity, a collection of stories told by the researcher about John’s teaching practices. Data, in the form of interviews and lesson video and audio recordings, were collected over a 17 month period to elicit John’s learning pathway while he participated in the PDMT. Sociolinguistic tools and thematic analysis elicited the endorsed narratives that shaped how John viewed himself as a mathematics teacher and his mathematics teaching practices and enabled the researcher to recognise consistencies and changes in John’s mathematics teaching practices across the different timepoints. This methodological approach uncovered unanticipated outcomes of the PDMT that may inform the design of future professional development programs for OOF teachers of mathematics.
AB - This study captures the teacher learning, understood as identity change, of John, an experienced out-of-field [OOF] teacher of mathematics undertaking a national professional development program, the Professional Diploma in Mathematics for Teaching [PDMT]. This research draws on the commognitive framework to document John’s first-person mathematics-related teacher identity—a collection of stories told by John to a third party about being a mathematics teacher, and John’s third-person mathematics-related teacher identity, a collection of stories told by the researcher about John’s teaching practices. Data, in the form of interviews and lesson video and audio recordings, were collected over a 17 month period to elicit John’s learning pathway while he participated in the PDMT. Sociolinguistic tools and thematic analysis elicited the endorsed narratives that shaped how John viewed himself as a mathematics teacher and his mathematics teaching practices and enabled the researcher to recognise consistencies and changes in John’s mathematics teaching practices across the different timepoints. This methodological approach uncovered unanticipated outcomes of the PDMT that may inform the design of future professional development programs for OOF teachers of mathematics.
KW - Mathematics-related teacher identity
KW - Professional development; out-of-field teaching
KW - Teacher learning
UR - http://www.scopus.com/inward/record.url?scp=85212435450&partnerID=8YFLogxK
U2 - 10.1007/s10857-024-09672-0
DO - 10.1007/s10857-024-09672-0
M3 - Article
AN - SCOPUS:85212435450
SN - 1386-4416
JO - Journal of Mathematics Teacher Education
JF - Journal of Mathematics Teacher Education
ER -