Developing Mathematics Teachers' Pedagogical Identity in the Classroom Context

Autor/in	Kim, Hyung Won
Titel	Developing Mathematics Teachers' Pedagogical Identity in the Classroom Context
Quelle	(2013), (206 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of New Hampshire
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3037-9015-7
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Teachers; Professional Identity; Social Environment; Classroom Environment; High Schools; Secondary School Teachers; Interaction + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Soziales Umfeld; Klassenklima; Unterrichtsklima; High school; Oberschule; Interaktion
Abstract	Research demonstrates that there is a widening disjuncture between the practices that are encouraged by teacher education programs and what teachers do in the classroom (Gainsburg, 2012), and that teachers' selves (including their beliefs and knowledge) are major determinants of what teachers do in the classroom (Peressini, Borko, Romagnano, Knuth and Willis, 2004). In order to understand how teachers' practices are shaped, this study explored how a mathematics teacher's pedagogical identity develops in the social context of his or her classroom interactions and what challenges teachers perceive in advancing their pedagogical identities. This study draws upon the dialogical approach, as formulated by Akkerman and Meijer (2011), to consider a teacher's positioning of the "self" between the "I"-nature and the "me"-nature, as well as upon Grootenboer and Zevenbergen's (2008) ideas on classroom milieu formation and Simon's (1995) Hypothetical Learning Trajectory. Data were collected from four in-service high school teacher participants. The findings shed light on the nature of teacher variability, the process of mathematics teachers' pedagogical identity development and the contribution that positioning the "self" between the "I"-nature and the "me"-nature makes to pedagogical identity development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01