Phenomenological Study about Mathematics Teaching Anxiety in the Context of Professional Identity

Artigo2021

0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.

Resumo

Purpose: Drawing on semi-structured and focused-group interviews performed with various pre-service mathematics teachers and in-service mathematics teachers, the present study benefits from the frame of teacher identity to make the meaning of heterogeneity among their experiences and perceptions of mathematics teaching anxiety. The current study aims to reflect how the participants perceive and describe their experiences and perceptions about mathematics teaching anxiety through their teacher identity in this phenomenological research. Method: This research was designed based on phenomenological research. The data collected through interviews and focused-group interviews were analyzed through two stages. Initially, the participants' teacher identity was identified by the manual developed by Beijaard, Verloop and Vermunt's (2000) identity framework through the deductive approach. Afterwards, the transcripts of the interviews were examined by content analysis. The data collected through interviews were analyzed through two stages. Findings: The horizons and themes identified through the content analysis were represented through their characteristics of professional identity under three titles: the horizons experienced and perceived by IMTs and PMTs; the horizons experienced and perceived by only PMTs; the horizons experienced and perceived by only IMTs. Moreover, how the participants' experiences and perceptions about the phenomenon of mathematics teaching anxiety differentiated based on teacher identity characteristics were reported. Implications for Research and Practice: Interventions that may reduce the MTA of PMTs and IMTs can be designed more systematically and beneficially by considering the themes that emerged in the study and differences based on teacher identity.

Dados da obra

Tipo: Artigo
Periódico: Eurasian Journal of Educational Research
Ano: 2021
Idioma: en
Palavras-chave: Mathematics Instruction; Professional Identity; Preservice Teachers; Mathematics Teachers; Anxiety; Student Attitudes; Teacher Attitudes; Individual Characteristics; Emotional Response; Experience; Student Needs; Physiology; Memory; Self Efficacy; Personality Traits; Classroom Techniques; Teaching Skills; Teacher Evaluation; Stress Variables; Teacher Responsibility; Teaching Methods
ISSN: 1302-597X
Acesso: Download disponível
Fontes: ERIC — Education Resources Information Center
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
UYGUN-ERYURT, Tugba. Phenomenological Study about Mathematics Teaching Anxiety in the Context of Professional Identity. Eurasian Journal of Educational Research, 2021. Disponível em: https://eric.ed.gov/?id=EJ1299591. Acesso em: 5 nov. 2026.

APA

Uygun-Eryurt, T. (2021). Phenomenological Study about Mathematics Teaching Anxiety in the Context of Professional Identity. Eurasian Journal of Educational Research. https://eric.ed.gov/?id=EJ1299591

BibTeX

@article{uyguneryurt2021,
  author = {Uygun-Eryurt, Tugba},
  title = {Phenomenological Study about Mathematics Teaching Anxiety in the Context of Professional Identity},
  year = {2021},
  journal = {Eurasian Journal of Educational Research},
  url = {https://eric.ed.gov/?id=EJ1299591},
  language = {en}
}

RIS

TY  - JOUR
AU  - Uygun-Eryurt, Tugba
TI  - Phenomenological Study about Mathematics Teaching Anxiety in the Context of Professional Identity
PY  - 2021
JO  - Eurasian Journal of Educational Research
UR  - https://eric.ed.gov/?id=EJ1299591
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS