Contextualizing the Identity Development of Preservice Elementary Mathematics Teachers in Methods Courses and Mentor Teacher Support

Abstract

Drawing on a situative perspective, this study explores how preservice elementary teachers develop themselves as teachers of mathematics and critical experiences in their identity development, in particular, from teacher education coursework through their student teaching experiences. Through two cases, this study reveals that mentor relationships were critical in shaping preservice teachers' identities as mathematics teachers and in building their initial mathematics teaching practices. Findings suggest that successful mentoring is necessary, and this generally requires sharing common goals, receiving feedback, and having opportunities to practice knowledge, skills, and identities on the part of beginning teachers. This study adds to the field of teacher education research by focusing on prospective teachers' identity constructions in relation to their communities of practice, and also by emphasizing the role of mentors in preservice teachers' identity development.

Exploring the effect of student-teaching on elementary student-teachers’ math anxiety

“…The mentor guided her to follow the lesson plan and engaged her in handon experience in shaping the lesson plans. Kang and Battey (2017) said that when mentors provide constructive feedback and allow student teachers to practice teaching, it helps the student teachers achieve necessary teaching skills. Brea also had a similar opportunity from her mentor.…”

“…In sum, this study found that math student-teaching for elementary student teachers profoundly impacted removing student teachers' math anxiety and developing their math teaching skills. Kang and Battey (2017) said that the mentor teacher's role was vital for the elementary student teacher to form a math identity. The mentor's constructive, specific, and timely feedback are essential.…”

“…The mentor's constructive, specific, and timely feedback are essential. Kang and Battey (2017) added that mentor teachers need to create the opportunity for elementary student teachers to practice math teaching. Sara and Brea, who had math anxiety, had mentors who gave them the opportunity to practice math.…”

Changing experiences of being, becoming, and belonging: teachers’ professional identity revisited

“…In mathematics education the interest in professional identity is often fuelled by attempts to understand the role of TE or PD programmes in learning to teach, sometimes coupled with concerns for why suggestions for reform promoted by such programmes may not find their way into the participating teachers' classrooms. This is so in studies of prospective teachers (Horn et al 2008; Kang and Battey 2017;Ma and Singer-Gabella 2011), of novices (Jong 2016;Losano et al 2018), and of experienced teachers (Battey and Franke 2008;Cobb and Gresalfi 2011;Hodgen and Askew 2007). As Battey and Franke (2008) wrote "there remains a large and often undocumented variability in how teachers make use of ideas learned" (p. 127).…”

برنامج مقترح قائم على السرد القصصی لسجلات السیرة الذاتیة الریاضیة لتنمیة التفکیر التأملی والهویة المهنیة لدى معلمی الریاضیات قبل الخدمة A proposed program based on the storytelling of mathematical autobiographical records for developing reflective thinking and professional identity for pre-service mathematics teachers

“…) ‫ثواِظ‬ ‫ٚفٟ‬ ‫فبٓ‬ ‫ثْىً‬ ‫اٌو٠بٙ١بد‬ ‫ِؼٍُ‬ ‫اػلاك‬ (Celikdemir, 2018;Kang & Battey, 2017;Putten, 2018;Rodrigues & Cyrino, 2020 (Celikdemir, 2018, 4) .…”