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ERIC Number: EJ1159231
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
ISSN: EISSN-1744-1803
The Professional Identity of Mathematics Teachers in Further Education
Dalby, Diane
Adults Learning Mathematics, v12 n1 p7-16 2017
Professional identities may be viewed as narrative constructions in social situations but personal experiences and beliefs are fundamental influences in their development. Within Further Education colleges in England, mathematics teachers are typically expected to fulfil multiple roles, teaching a wide range of curricula and age groups, and this brings additional complexity to their professional identities. In this study, questionnaires and interviews with mathematics teachers in three Further Education colleges are used to examine their roles and professional identities. The findings show how teachers' personal experiences of mathematics, in formal education and the workplace, influence their beliefs and are linked to their narrative and working identities. These teachers enact complex and varied roles but develop a "leading professional identity" that can be linked to significant critical events in the past.
Adults Learning Mathematics. 26 Tennyson Road, Kilburn, London NW6 7SA UK. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A