The professional identity of mathematics teachers in Further Education

Artigo2025

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Resumo

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.

Dados da obra

Tipo: Artigo
Periódico: Adults Learning Mathematics An International Journal, v. 1, n. 19, p. 3
Ano: 2025 (2025-01-01)
Idioma: en
Palavras-chave: professional identity; mathematics teachers; further education; teacher role; teacher beliefs; narrative identity; working identity; critical events
DOI: 10.64710/apme7926
ISSN: 1744-1803
Licença: cc-by
Acesso: Download disponível
Fontes: OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
DALBY, Diane. The professional identity of mathematics teachers in Further Education. Adults Learning Mathematics An International Journal, v. 1, n. 19, p. 3, 2025. DOI: https://doi.org/10.64710/apme7926.

APA

Dalby, D. (2025). The professional identity of mathematics teachers in Further Education. Adults Learning Mathematics An International Journal, 1(19), 3. https://doi.org/10.64710/apme7926

BibTeX

@article{dalby2025,
  author = {Dalby, Diane},
  title = {The professional identity of mathematics teachers in Further Education},
  year = {2025},
  journal = {Adults Learning Mathematics An International Journal},
  volume = {1},
  number = {19},
  pages = {3},
  doi = {10.64710/apme7926},
  language = {en}
}

RIS

TY  - JOUR
AU  - Dalby, Diane
TI  - The professional identity of mathematics teachers in Further Education
PY  - 2025
JO  - Adults Learning Mathematics An International Journal
VL  - 1
IS  - 19
SP  - 3
DO  - 10.64710/apme7926
LA  - en
ER  -

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