Actualizing Change after Experiencing Significant Mathematics PD: Hearing from Teachers of Color about Their Practice and Mathematical Identities

Autor/inn/en	Kitchen, Richard; Martinez-Archuleta, Monica; Gonzales, Lorenzo; Bicer, Ali
Titel	Actualizing Change after Experiencing Significant Mathematics PD: Hearing from Teachers of Color about Their Practice and Mathematical Identities
Quelle	In: Education Sciences, 11 (2021), Artikel 710 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kitchen, Richard) ORCID (Bicer, Ali)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Educational Change; Faculty Development; Mathematics Education; Minority Group Teachers; Educational Practices; Identification (Psychology); Elementary School Teachers; Teaching Experience; Teacher Attitudes; Learning Experience + Suchen Sie Ihr Suchwort? Bildungsreform; Mathematische Bildung; Bildungspraxis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lernerfahrung
Abstract	While it is well-documented that students of color and students from low-income communities have often been denied access to a challenging education in mathematics in the United States, less is known about how teachers of color have overcome their deprived educational backgrounds to become teachers of mathematics who implement inquiry-based instructional methods as a means to improve their students' learning and mathematical identities. In this article, we use a sociopolitical theoretical framework to examine how seven elementary school teachers of color characterized their experiences as mathematics students, themselves as teachers of mathematics, and their mathematical identities after experiencing significant professional development in mathematics. All the participants in this study had experienced extensive professional development support in mathematics over a sustained period of time. We demonstrate through the teachers' narratives that, given the deprived mathematics education that the majority of the participants experienced as PK-12 students, having opportunities to participate in significant and focused PD in mathematics over a sustained period transformed how teachers viewed themselves as teachers and positively impacted their mathematical identities. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01