235
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Teacher identities and teacher identity change in pre-service mathematics teachers’ metaphors

ORCID Icon & ORCID Icon
Received 25 Apr 2022, Accepted 13 Jan 2024, Published online: 06 Feb 2024

References

  • Ahmad, N. K., & Samad, A. A. (2018). Metaphors as proxies for identity: A case study of a teaching English to young learners (TEYL) teacher. 3L: The Southeast Asian Journal of English Language Studies, 24(4), 143–157. doi:10.17576/3L-2018-2404-11
  • Akkoç, H., Yeşildere-İmre, S., & Balkanlıoğlu, M. A. (2014). Examining professional identity through story telling. Research in Mathematics Education, 16(2), 204–205. https://doi.org/10.1080/14794802.2014.918340
  • Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. Lawrence Erlbaum Associates Inc.
  • Andersson, A. (2011). A “curling teacher” in mathematics education: Teacher identities and pedagogy development. Mathematics Education Research Journal, 23(4), 437–454.
  • Anspal, T., Eisenschmidt, E., & Löfström, E. (2012). Finding myself as a teacher: Exploring the shaping of teacher identities through student teachers’ narratives. Teachers and Teaching, 18(2), 197–216. https://doi.org/10.1080/13540602.2012.632268
  • Arslan, O., Haser, Ç, & Van Zoest, L. R. (2022). The mathematics teacher identity of two early career mathematics teachers and the influence of their working communities on its development. Journal of Mathematics Teacher Education, 25(4), 429–452. https://doi.org/10.1007/s10857-021-09498-0
  • Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. https://doi.org/10.1080/03057640902902252
  • Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16(7), 749–764. https://doi.org/10.1016/S0742-051X(00)00023-8
  • Ben-Peretz, M., Mendelson, N., & Kron, F. W. (2003). How teachers in different educational contexts view their roles. Teaching and Teacher Education, 19(2), 277–290. doi:10.1016/S0742-051X(02)00100-2
  • Bjuland, R., Cestari, M. L., & Borgersen, H. E. (2012). Professional mathematics teacher identity: Analysis of reflective narratives from discourses and activities. Journal of Mathematics Teacher Education, 15(5), 405–424. https://doi.org/10.1007/s10857-012-9216-1
  • Buchanan, J. (2015). Metaphors as two-way mirrors: Illuminating pre-service to in-service teacher identity development. Australian Journal of Teacher Education, 40(10), 33–50.
  • Bullough, R. V., & Stokes, D. K. (1994). Analyzing personal teaching metaphors in preservice teacher education as a means for encouraging professional development. American Education Research Journal, 31(1), 197–224. https://doi.org/10.3102/00028312031001197
  • Darragh, L. (2016). Identity research in mathematics education. Educational Studies in Mathematics, 93(1), 19–33. https://doi.org/10.1007/s10649-016-9696-5
  • Darragh, L., & Radovic, D. (2019). “To Tia with love”: Chilean mathematics teacher identities after professional development. ZDM, 51(3), 517–527. https://doi.org/10.1007/s11858-018-01023-7
  • De Freitas, E. (2008). Troubling teacher identity: Preparing mathematics teachers to teach for diversity. Teaching Education, 19(1), 43–55. https://doi.org/10.1080/10476210701860024
  • Dilberoğlu, M. (2015). An investigation of pre-service middle school mathematics teachers’ ability to connect the mathematics in content courses with the middle school mathematics [Unpublished Master’s Thesis]. http://etd.lib.metu.edu.tr/upload/12619063/index.pdf.
  • Erickson, L. B., & Pinnegar, S. (2017). Consequences of personal teaching metaphors for teacher identity and practice. Teachers and Teaching, 23(1), 106–122. doi:10.1080/13540602.2016.1203774
  • Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219–232. https://doi.org/10.1016/j.tate.2005.09.002
  • Gomez, C. N. (2021). The use of metaphor to explore prospective mathematics teachers’ projective identity. School Science and Mathematics, 121(3), 143–153. https://doi.org/10.1111/ssm.12458
  • Goos, M. E., & Bennison, A. (2008). Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice. Journal of Mathematics Teacher Education, 11(1), 41–60. https://doi.org/10.1007/s10857-007-9061-9
  • Graven, M. (2004). Investigating mathematics teacher learning within an in-service community of practice: The centrality of confidence. Educational Studies in Mathematics, 57(2), 177–211. https://doi.org/10.1023/B:EDUC.0000049277.40453.4b
  • Hart, L. C., Oesterle, S., & Swars, S. L. (2013). The juxtaposition of instructor and student perspectives on mathematics courses for elementary teachers. Educational Studies in Mathematics, 83(3), 429–451. https://doi.org/10.1007/s10649-012-9464-0
  • Hart, L. C., & Swars, S. L. (2009). The lived experiences of elementary prospective teachers in mathematics content coursework. Teacher Development, 13(2), 159–172. https://doi.org/10.1080/13664530903043988
  • Haser, Ç. (2010). Learning to teach in the national curriculum context. European Journal of Teacher Education, 33(3), 293–307. https://doi.org/10.1080/02619761003713894
  • Haser, Ç, Arslan, O., & Çelikdemir, K. (2024). Who is a mathematics teacher and what does a mathematics teacher do? International Journal of Science and Mathematics Education, 22(2), 283–305. https://doi.org/10.1007/s10763-023-10378-7
  • Heyd-Metzuyanim, E., & Shabtay, G. (2019). Narratives of “good” instruction: Teachers’ identities as drawing on exploration vs. acquisition pedagogical discourses. ZDM, 51(3), 541–554. https://doi.org/10.1007/s11858-018-01019-3
  • Heyd-Metzuyanim, E., Tabach, M., & Nachlieli, T. (2016). Opportunities for learning given to prospective mathematics teachers: Between ritual and explorative instruction. Journal of Mathematics Teacher Education, 19(6), 547–574. https://doi.org/10.1007/s10857-015-9311-1
  • Hodges, T. E., & Cady, J. (2013). Blended-format professional development and the emergence of communities of practice. Mathematics Education Research Journal, 25(2), 299–316. https://doi.org/10.1007/s13394-012-0065-0
  • Hodges, T. E., & Cady, J. A. (2012). Negotiating contexts to construct an identity as a mathematics teacher. The Journal of Educational Research, 105(2), 112–122. https://doi.org/10.1080/00220671.2010.529956
  • Hodges, T. E., & Hodge, L. L. (2017). Unpacking personal identities for teaching mathematics within the context of prospective teacher education. Journal of Mathematics Teacher Education, 20(2), 101–118. https://doi.org/10.1007/s10857-015-9339-2
  • Holman, C. H. (1980). A handbook to literature. The Bobbs-Merrill Company.
  • Jong, C. (2016). Linking reform-oriented experiences to teacher identity: The case of an elementary mathematics teacher. The Journal of Educational Research, 109(3), 1–15. https://doi.org/10.1080/00220671.2014.947398
  • Kaasila, R. (2007). Mathematical biography and key rhetoric. Educational Studies in Mathematics, 66(3), 373–384. https://doi.org/10.1007/s10649-007-9085-1
  • Kaasila, R., Hannula, M. S., Laine, A., & Pehkonen, E. (2008). Socio-emotional orientations and teacher change. Educational Studies in Mathematics, 67(2), 111–123. https://doi.org/10.1007/s10649-007-9094-0
  • Karabay, A. (2016). An investigation of prospective teachers’ views regarding teacher identity via metaphors. Eurasian Journal of Educational Research, 16(65), 1–18. doi:10.14689/ejer.2016.65.01
  • Lakoff, G., & Johnson, M. (1980). Metaphors we live by. The University of Chicago Press.
  • Lipovec, A., & Antolin, D. (2014). Slovenian pre-service teachers’ prototype biography. Teaching in Higher Education, 19(2), 183–193. https://doi.org/10.1080/13562517.2013.836090
  • Lloyd, G. M. (2006). Preservice teachers’ stories of mathematics classrooms: Explorations of practice through fictional accounts. Educational Studies in Mathematics, 63(1), 57–87. https://doi.org/10.1007/s10649-005-9004-2
  • Löfström, E., & Poom-Valickis, K. (2013). Beliefs about teaching: Persistent or malleable? A longitudinal study of prospective student teachers’ beliefs. Teaching and Teacher Education, 35, 104–113. https://doi.org/10.1016/j.tate.2013.06.004
  • Löfström, E., Poom-Valickis, K., & Hannula, M. S. (2011). Categorisation of teacher metaphors: Manual for NorBa Project. https://norbal.wordpress.com/.
  • Lutovac, S., & Kaasila, R. (2014). Pre-service teachers’ future-oriented mathematical identity work. Educational Studies in Mathematics, 85(1), 129–142. https://doi.org/10.1007/s10649-013-9500-8
  • Lutovac, S., & Kaasila, R. (2018). Future directions in research on mathematics-related teacher identity. International Journal of Science and Mathematics Education, 16(4), 759–776. https://doi.org/10.1007/s10763-017-9796-4
  • Oksanen, S., Portaankorva-Koivisto, P., & Hannula, M. S. (2014). Teacher metaphors – Differences between Finnish in-service and pre-service mathematics teachers. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 4,, pp. 361–368). PME.
  • Oslund, J. A. (2016). After the elementary mathematics teacher workshop: Stories of becoming complex instruction teachers. The Elementary School Journal, 116(3), 437–458. doi:10.1086/684941
  • Portaankorva-Koivisto, P., & Grevholm, B. (2019). Prospective mathematics teachers’ self-referential metaphors as indicators of the emerging professional identity. LUMAT: International Journal on Math, Science and Technology Education, 7(2), 97–109. https://doi.org/10.31129/LUMAT.7.2.343
  • Ruohotie-Lyhty, M. (2013). Struggling for a professional identity: Two newly qualified language teachers’ identity narratives during the first years at work. Teaching and Teacher Education, 30, 120–129. https://doi.org/10.1016/j.tate.2012.11.002
  • Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14–22. https://doi.org/10.3102/0013189X034004014
  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. doi:10.17763/haer.57.1.j463w79r56455411
  • Temiz, Z., & Haser, Ç. (2022). When less expected problems become critical: First-year teaching in early childhood classes. Teacher Development, 26(3), 338–355. https://doi.org/10.1080/13664530.2022.2058075
  • Thomas, L., & Beauchamp, C. (2011). Understanding new teachers’ professional identities through metaphor. Teaching and Teacher Education, 27(4), 762–769.
  • Van Putten, S., Stols, G., & Howie, S. (2014). Do prospective mathematics teachers teach who they say they are? Journal of Mathematics Teacher Education, 17(4), 369–392. https://doi.org/10.1007/s10857-013-9265-0
  • Van Zoest, L. R., & Bohl, J. V. (2005). Mathematics teacher identity: A framework for understanding secondary school mathematics teachers’ learning through practice. Teacher Development, 9(3), 315–345. doi:10.1080/13664530500200271
  • Wall, C. R. (2016). From student to teacher: Changes in preservice teacher educational beliefs throughout the learning-to-teach journey. Teacher Development, 20(3), 364–379. https://doi.org/10.1080/13664530.2016.1149509
  • Walshaw, M. (2004). Pre-service mathematics teaching in the context of schools: An exploration into the constitution of identity. Journal of Mathematics Teacher Education, 7(1), 63–86. doi:10.1023/B:JMTE.0000009972.30248.9c
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
  • Williams, J. (2011). Teachers telling tales: The narrative mediation of professional identity. Research in Mathematics Education, 13(2), 131–142. https://doi.org/10.1080/14794802.2011.585825
  • Woolhouse, C., & Cochrane, M. (2015). Educational policy or practice? Traversing the conceptual divide between subject knowledge, pedagogy and teacher identity in England. European Journal of Teacher Education, 38(1), 87–101. https://doi.org/10.1080/02619768.2014.921154
  • Yuan, R., & Lee, I. (2015). The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme. Research Papers in Education, 30(4), 469–491. https://doi.org/10.1080/02671522.2014.932830
  • Zhu, J., & Zhu, G. (2018). Understanding student teachers’ professional identity transformation through metaphor: An international perspective. Journal of Education for Teaching, 44(4), 500–504.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.