Article2011

Beginning a pre-service teacher's mathematical identity work through narrative rehabilitation and bibliotherapy

65 citations0/0 files storedTeaching in Higher Education

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Mathematics Education and Teaching Techniques Teacher Education and Leadership Studies Education, Achievement, and Giftedness

Abstract

In our study, we face two challenges. First, a negative view of mathematics is a widespread phenomenon among pre-service elementary teachers. Therefore, teacher education programs should find a way to handle this phenomenon. Second, we see that identity work in the domain of mathematics education needs to be conceptualized more. Here, we apply an interactionist framework and describe narrative rehabilitation and bibliotherapy as tools for handling pre-service teachers' negative experiences from their school years. Through Ulla's case, we explicate how narratives as tools enhanced her view of mathematics and her teaching practice. Furthermore, through her mathematical biography we conceptualize mathematical identity work.

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2015Mind, Self, and Society 1973Review of research in education 1990Stories of Experience and Narrative Inquiry 1995Narrative configuration in qualitative analysis 2004Reconsidering research on teachers’ professional identity 2000Chapter 3 : Identity as an Analytic Lens for Research in Education 1986Research Interviewing: Context and Narrative 1986Research Interviewing

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2020How failure shapes teacher identities: Pre-service elementary school and mathematics teachers’ narrated possible selves 2014Silenced Truths: Relational and Emotional Dimensions of a Beginning Teacher's Identity as Part of the Micropolitical Context of School 2017Recalling life-changing teachers: Positive memories of teacher-student relationships and the emotions involved 2011How do pre-service teachers’ reflective processes differ in relation to different contexts?2018Methodological landscape in research on teacher identity in mathematics education: a review

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