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ERIC Number: EJ1145591
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISSN: EISSN-1554-5210
Becoming a Mathematics Teacher: The Role of Professional Identity
Akkoç, Hatice; Yesildere-Imre, Sibel
International Journal of Progressive Education, v13 n2 p48-59 2017
Teachers' pedagogical practice and choices for their actions could not only be explained by their knowledge, beliefs or attitudes (Rodgers & Scott, 2008). Identity also has a crucial role in learning to teach. The aim of this study is to investigate contextual nature of preservice mathematics teachers' professional identities. For this aim, a case study was designed. Participants are three preservice mathematics teachers in a state university in Turkey. The data was collected through semi-structured interviews. Pre-interviews were conducted in the beginning of the data collection process. Participants were asked questions about why they chose teaching as a profession. During the following ten weeks, preservice teachers participated in activities such as teaching in real classroom settings, interviewing pupils, mathematics teachers and school administrators. Following these activities, post-interviews were conducted. Qualitative content analysis was used to analyze the data. The findings revealed that preservice teachers' identities were not stable throughout different contexts.
International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education; Grade 5; Intermediate Grades; Middle Schools; Grade 6; Grade 7; Junior High Schools; Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A