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The Mathematics Teacher Identity of Two Early Career Mathematics Teachers and the Influence of Their Working Communities on Its Development

Artigo2022

Okan Arslan; Çigdem Haser; Laura R. Van Zoest

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Resumo

To better understand the critical early years of teaching and teacher identity development, this study explored the mathematics teacher identity of two early career middle school mathematics teachers and the influence of their working communities on its development. Emel and Berk graduated from the same reform-oriented teacher education program and were working in fundamentally different working communities that could be characterized as reform-unsupportive (Emel) and reform-supportive (Berk). They were interviewed three times and were observed extensively in their working communities. Findings revealed two different teacher identities: Emel exhibited a mathematics teacher identity that was more reform-oriented than non-reform-oriented, and Berk exhibited a non-reform-oriented mathematics teacher identity. Their working communities had influenced their mathematics teacher identity in ways that were both theoretically expected (positive effects of supportive conditions and negative effects of unsupportive conditions) and surprising (positive effects of negative conditions and no effects of positive conditions). The findings are discussed in detail with implications for teacher education programs and supports for early career teachers.

Dados da obra

Tipo
Artigo
Periódico
Journal of Mathematics Teacher Education
Ano
2022
Idioma
en
Palavras-chave
Mathematics Teachers; Professional Identity; Beginning Teachers; Middle School Mathematics; Community Influence; Educational Change
Temas
Formação de Professores de Matemática
ISSN
1386-4416
Acesso
Metadados apenas
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
27/09/2026 · verificada em 27/09/2026

Como citar

ABNT
ARSLAN, Okan; HASER, Çigdem; VAN ZOEST, Laura R.. The Mathematics Teacher Identity of Two Early Career Mathematics Teachers and the Influence of Their Working Communities on Its Development. Journal of Mathematics Teacher Education, 2022. Disponível em: http://dx.doi.org/10.1007/s10857-021-09498-0. Acesso em: 5 nov. 2026.

APA

Arslan, O., Haser, Ç., & Van Zoest, L. R. (2022). The Mathematics Teacher Identity of Two Early Career Mathematics Teachers and the Influence of Their Working Communities on Its Development. Journal of Mathematics Teacher Education. http://dx.doi.org/10.1007/s10857-021-09498-0

BibTeX
@article{arslan2022,
  author = {Arslan, Okan and Haser, Çigdem and Van Zoest, Laura R.},
  title = {The Mathematics Teacher Identity of Two Early Career Mathematics Teachers and the Influence of Their Working Communities on Its Development},
  year = {2022},
  journal = {Journal of Mathematics Teacher Education},
  url = {http://dx.doi.org/10.1007/s10857-021-09498-0},
  language = {en}
}
RIS
TY  - JOUR
AU  - Arslan, Okan
AU  - Haser, Çigdem
AU  - Van Zoest, Laura R.
TI  - The Mathematics Teacher Identity of Two Early Career Mathematics Teachers and the Influence of Their Working Communities on Its Development
PY  - 2022
JO  - Journal of Mathematics Teacher Education
UR  - http://dx.doi.org/10.1007/s10857-021-09498-0
LA  - en
ER  -

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

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