Identity development in limbo: teacher transition from education to teaching
DOI:
https://doi.org/10.7146/nomad.v15i4.148288Abstract
The theories and results discussed in this article are from a study investigating the identity development of novice primary mathematics teachers. The article has two aims: first, to elaborate the notion of beliefs in relation to the notions of identity and identity development, with the purpose of developing a framework to investigate the process of becoming and being a teacher of mathematics; and second, to offer an example of the use of this framework in a study of novice primary mathematics teachers. The core of the example is the case of Jenny 1, a Swedish novice primary mathematics teacher. Jenny’s case, however, is not simply about her but also about identity development when the formal aspect of employment is missing, a case not rare 2 in Sweden.
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