Storied identities: Teacher learning and subject-matter context

This report describes four preservice secondary teachers' fictional accounts about mathematics classrooms. The narrative structures and meanings of the preservice teachers' stories, written while the preservice teachers were enrolled in a secondary methods course, were examined with the goal of gaining insight into the preservice teachers' emerging identities as mathematics teachers. Although past research has examined experienced teachers' stories, little research, if any, has focused on stories written by preservice mathematics teachers or on intentionally fictional stories about mathematics classrooms. This report uses methods of narrative analysis to develop understandings about preservice teachers' storied identities and specifies areas for further investigation into the role of narrative in mathematics teacher education.

Section: Fictional Accounts By Preservice Mathematics Teachersmentioning

confidence: 90%

Section: Fictional Accounts By Preservice Mathematics Teachersmentioning

confidence: 90%

Preservice Teachers' Stories Of Mathematics Classrooms: Explorations Of Practice Through Fictional Accounts

Lloyd

2006

“…Thus, a narrative approach is a "way of understanding subjects' own constructions of their personal…realities" (Drake, Spillane & HufferdAckles, 2001, p. 3). This approach also allows for the understanding of beliefs as interrelated (Drake et al, 2001). The use of a narrative approach to study mathematics selfefficacy and learning goals is particularly important because the bulk of the research on these two constructs in mathematics education has been quantitative.…”

Section: Methodsmentioning

confidence: 99%

Factors that pre-service elementary teachers perceive as affecting their motivational profiles in mathematics

Phelps

2010

The purpose of this study was to examine the sources that pre-service teachers (PSTs) use when they construct their self-efficacy beliefs and learning goals, which compose their motivational profiles. Pre-service elementary teachers (n=22) with different motivational profiles participated in narrative interviews designed to examine retrospectively their past experiences in mathematics and the effect of those experiences on their motivational profiles. Results reveal that participants relied on multiple sources to construct their efficacy beliefs and goals, including past performance, vicarious experiences, verbal persuasions, career goals, and the fit between participants' views of mathematics and the nature of mathematics in their classes. While some of these factors have been identified by previous research, the contribution of the current study is to extend this research to a new population and to elaborate on these factors. Results also help refine and extend our knowledge of PSTs' motivation and suggest ways that teacher educators could influence PSTs' motivational profiles.

“…The telling of a narrative thus includes reflection-on-action (Schön, 1987). Narrative inquiry has informed mathematics teacher educators about affective aspects, such as identity (Drake, 2006;Drake, et al, 2001;Kaasila, 2007b), motivation (Phelps, 2010), orientation toward mathematics (Kaasila et al, 2008), knowledge of curriculum and political contexts (de Freitas, 2004), and study group participation (Crespo, 2006a). Narrative inquiry has informed teacher education about teachers' understandings of diversity (Mitton-Kükner, Nelson, & Desrochers, 2010) pedagogical reasoning (Gholami & Husu, 2010), repertoires of practice (Clemente & Ramírez, 2008), and pedagogical design capacity (Davis, Beyer, Forbes, & Stevens, 2011).…”

Section: Narrative Inquiry and Teacher Knowledgementioning

confidence: 98%

“…Autobiographical accounts collected during interviews with teachers report on teacher identity (e.g., Kaasila, 2007b;Drake, 2006;Drake & Sherin, 2006;Drake, Spillane & Hufferd-Ackles, 2001), beliefs (e.g., Kaasila, Hannula, Laine, & Pehkonen, 2008) and motivation (e.g., Phelps, 2010). Most narrative analyses in mathematics education have not explicitly acknowledged that culture impacts the telling of narratives.…”

Section: Introductionmentioning

confidence: 99%

Mathematics-for-teaching: what can be learned from the ethnopoetics of teachers’ stories?

Oslund

2011

The purpose of this article is to consider what methods from ethnopoetics-a field at the intersection of linguistics and anthropology-may add to narrative inquiry in mathematics education. I build a theoretical framework to argue for the use of narrative inquiry and ethnopoetics in studies of teacher knowledge. I report ethnopoetic analyses of two teachers' narratives and what they suggest regarding their knowledge of mathematicsfor-teaching.