Guided by the question “Which aspects could affect mathematics teachers’ identity, especially in the context of a postgraduate course that includes teaching practices as mathematics teacher educators?” we analyzed the transition between actual and designated mathematics teachers’ identity in a postgraduate training course. In particular, teaching practices during the course were oriented by emerging recommendations for mathematics teacher training. We concluded that the presence of an explicit intention to develop a specific practice plays a key role in the transition between actual and designated identity. In addition, the possession of methodological tools as a means for implementing renewed practices gave support and helped practitioners to plan classes promoting mathematical activity. In the process experienced by the practitioners, mentor teacher educators were clearly significant narrators because they reinforced or hinder the desire to reach the designated identity, through their coherence with practitioner’s goals or in contradiction with them respectively.
Molfino, Veronica and Ochoviet, Cristina
"A mathematics teacher's identity study through their teaching practices in a postgraduate training course,"
The Mathematics Enthusiast: Vol. 16
, Article 20.
Available at: https://scholarworks.umt.edu/tme/vol16/iss1/20