"Sage on the Stage" or "Meddler in the Middle": Shifting Mathematics Teachers' Identities to Support Student Engagement

Autor/inn/en	Bobis, Janette; Khosronejad, Maryam; Way, Jennifer; Anderson, Judy
Titel	"Sage on the Stage" or "Meddler in the Middle": Shifting Mathematics Teachers' Identities to Support Student Engagement
Quelle	In: Journal of Mathematics Teacher Education, 23 (2020) 6, S.615-632 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bobis, Janette) ORCID (Khosronejad, Maryam) ORCID (Way, Jennifer) ORCID (Anderson, Judy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-019-09444-1
Schlagwörter	Mathematics Teachers; Professional Identity; Learning Processes; Teacher Attitudes; Concept Mapping; Intervention; Personal Autonomy; Learner Engagement; Grade 5; Grade 6; Grade 7; Mathematical Concepts; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Learning process; Lernprozess; Lehrerverhalten; Concept Map; Individuelle Autonomie; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Mathematics teachers' identities profoundly influence how they interact with and position their students to learn mathematics. In this paper, we examine how a year-long teacher learning intervention supportive of student engagement in mathematics helped shift teachers' mathematics-related identities. We use an implied identity perspective as a theoretical lens to explore changes in what teachers perceive as legitimate ways of being as a result of their participation in the intervention. Data from pre- and post-intervention concept maps and focus groups with 15 grade 5-7 teachers of mathematics were integrated for this purpose. Teachers reported shifts in their identities, describing themselves as "facilitators," "learners" and "co-creators" of knowledge. We argue that such shifts in the mathematics-related identities of teachers can have practical consequences in terms of improving students' engagement, and in particular, their autonomy for learning mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01