A mathematics teacher's identity study through their teaching practices in a postgraduate training course

Molfino, Verónica; Ochoviet, Cristina

doi:10.54870/1551-3440.1465

Cited by 2 publications

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“…Furthermore, it was apparent that preservice teachers at master level deviated less from their stated school-specific designated identities than pre-service teachers at bachelor level; to summarize, a development in the direction of the individual designated identity could be identified. Heyd-Metzuyanim ( 2019) and Molfino and Ochoviet (2019) reported partial proximity processes based on case studies involving one experienced mathematics teacher and four pre-service mathematics teachers, respectively, and emphasized that mentor teachers or teacher educators play a key role in the transition process of pre-service teachers from an actual identity to a designated identity.…”

Section: Designated Identities Of Teachersmentioning

confidence: 99%

“…For example, few quantitative studies have focused on the relationships between institutional contextual factors and the development of pre-service teachers' professional identities (e.g., Lamote and Engels, 2010;Brovelli et al, 2011). In particular, few studies have investigated the relationships between current and ideal professional identities (e.g., Heyd-Metzuyanim, 2019;Molfino and Ochoviet, 2019;Meyer et al, 2021). In the study described in the paper, we focus on these questions and examine whether previous findings on in-service teachers are transferable to pre-service teachers.…”

Section: Introductionmentioning

confidence: 99%

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Professional identity of pre-service teachers: actual and designated identity profiles and their relationship to teacher education programs

2023

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In this study, we investigated the professional identities of 490 pre-service teachers (PSTs) at the University of Hamburg, Germany. By distributing 100 percentage points, the PSTs assessed the relevance of the roles of subject specialist (SS), didactician (DD), and pedagogue (PD) for themselves currently (actual identity) and for an ideal teacher in different school types (designated identity). A theory-based non-hierarchical cluster analysis distinguished seven profiles: three main role profiles, three dual role profiles, and one balanced profile. The distribution of the PSTs’ actual identities across these seven profiles showed expectedly large interindividual diversity. The most frequent actual identity profiles were those for which the DD and PD roles were particularly relevant (dual role PD/DD profile and balanced profile). The distribution of PSTs across profiles supported the hypothesis that actual identity is related to the type of teacher education program being followed: upper secondary education PSTs were more strongly characterized by profiles that emphasized the SS role (main role SS and dual role SS/DD profiles) than the other PSTs, and special education PSTs were more strongly characterized by profiles that emphasized the PD role (main role PD profile, dual role PD/DD, and PD/SS profiles) than the other PSTs. The designated identities, on the other hand, showed greater consensus among the PSTs. The profiles that best characterized PSTs were the dual role PD/DD profile and the balanced profile. In contrast, the two main role SS and DD profiles and the dual role PD/SS profile were irrelevant as designated identities. A comparison of PSTs’ actual identities with their designated identities showed that a third of the PSTs had the same profile. The diversity of professional identities and the factors in teacher training that influence them should be investigated more closely.

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Section: Designated Identities Of Teachersmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Professional identity of pre-service teachers: actual and designated identity profiles and their relationship to teacher education programs

2023

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Assessment Practices and Beliefs: Teachers’ Perspectives on Assessment during Long Distance Learning

et al. 2021

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The COVID-19 crisis has strongly affected the school system. In Italy, at-distance forms of didactics have been activated, changing the physiognomy of schools in terms of social interaction, practices and the identity of the individuals. In this paper, we address the issue of how teachers are facing the crisis: our focus is on assessment, as a key variable catalyzing personal history; beliefs; the interface between students; teachers and the school system. We study teachers’ beliefs as part of their identities and assessment as a fundamental variable of beliefs. A qualitative content analysis of the open-ended answers to an online questionnaire is carried out to understand the main characteristics associated with assessment by teachers and the obstacles to overcome in the context of long distance learning (LDL). The data show that teachers did not identify valid assessment methods for LDL during the lockdown, especially due to the lack of control over the students. A misconception emerges concerning the definition of formative assessment together with a new awareness of the possibilities offered by digital technologies regarding the individualization of didactics. This study helps to understand which teachers’ beliefs are related to assessment are and how they are shaped.

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A mathematics teacher's identity study through their teaching practices in a postgraduate training course

Cited by 2 publications

References 0 publications

Professional identity of pre-service teachers: actual and designated identity profiles and their relationship to teacher education programs

Professional identity of pre-service teachers: actual and designated identity profiles and their relationship to teacher education programs

Assessment Practices and Beliefs: Teachers’ Perspectives on Assessment during Long Distance Learning

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