The Mathematics Teacher Identity of Two Early Career Mathematics Teachers and the Influence of Their Working Communities on Its Development

Autor/inn/en	Arslan, Okan; Haser, Çigdem; Van Zoest, Laura R.
Titel	The Mathematics Teacher Identity of Two Early Career Mathematics Teachers and the Influence of Their Working Communities on Its Development
Quelle	In: Journal of Mathematics Teacher Education, 25 (2022) 4, S.429-452 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arslan, Okan) ORCID (Haser, Çigdem) ORCID (Van Zoest, Laura R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-021-09498-0
Schlagwörter	Mathematics Teachers; Professional Identity; Beginning Teachers; Middle School Mathematics; Community Influence; Educational Change + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Bildungsreform
Abstract	To better understand the critical early years of teaching and teacher identity development, this study explored the mathematics teacher identity of two early career middle school mathematics teachers and the influence of their working communities on its development. Emel and Berk graduated from the same reform-oriented teacher education program and were working in fundamentally different working communities that could be characterized as reform-unsupportive (Emel) and reform-supportive (Berk). They were interviewed three times and were observed extensively in their working communities. Findings revealed two different teacher identities: Emel exhibited a mathematics teacher identity that was more reform-oriented than non-reform-oriented, and Berk exhibited a non-reform-oriented mathematics teacher identity. Their working communities had influenced their mathematics teacher identity in ways that were both theoretically expected (positive effects of supportive conditions and negative effects of unsupportive conditions) and surprising (positive effects of negative conditions and no effects of positive conditions). The findings are discussed in detail with implications for teacher education programs and supports for early career teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01