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ERIC Number: EJ1173409
Record Type: Journal
Publication Date: 2018
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1442-3901
Identity Work of a Prospective Teacher: An Argumentation Perspective on Identity
Gomez, Carlos Nicolas
Mathematics Teacher Education and Development, v20 n1 p43-61 2018
An investigation on the identity work of a prospective teacher is conducted to better understand how the participant argued for recognition of her projective mathematics teacher identity. Characteristics of the claims, evidence, and anticipatory statements used are explored. Using an argumentation framework, the participant's discourse demonstrated differing strengths for the claims she was making. These were referred to as levels of ownership depending on the number of criteria met (I-statements, hedging, and intensifiers). This helped find the ideas central to how she wanted to be perceived as a mathematics teacher. Evidence for the participant's claims came in two different ways, anecdotal and belief oriented. The anticipatory statements were used in three ways, (a) to provide details; (b) to recognise constraints or limitations; or (c) to enact defensive/protective practices.
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A