Keywords
math teacher
University education
math teaching
identidad
docente
educación superior
enseñanza de matemáticas
How to Cite
Abstract
In recent decades, there has been extensive research into the identity of teachers, with a particular focus on early education teachers. However, there is a noticeable gap in research regarding the formation of the identity of mathematics teachers during their professional training. The main objective of this article is to present the significant elements in the formation of professional identity, as perceived from the perspective of students, highlighting the aspects they consider important in their university education.
This study adopts a qualitative and exploratory approach. The collection of narratives took place during the period from February to March 2020. Eleven students who comprised the final semester of the bachelor’s degree program in Mathematics at the Universidad Autónoma de Guerrero, Mexico, were invited to participate in the research. Data collection was carried out through the writing of a school narrative, which covered nearly four years of their university experience, as well as some episodes from their prior education. In addition, group interviews were conducted via video conference due to the COVID-19 health emergency. Data analysis was performed using a thematic analysis approach, resulting in the identification of four categories that, in turn, grouped eleven significant themes for students in the formation of their professional identity. This study concludes that analyzing the experiences lived by students, as narrated in their narratives, provides valuable insight into their professional identity. It delves into how they perceive and express their identity in relation to other professionals in training, as well as how they attribute meaning to their experiences and integrate them as a fundamental part of their journey to becoming educators.
References
Athadeu Batista, Lucas., Crisóstomo, Edson. y de Macêdo, Josué Antunes. (2022). Conocimiento didáctico-matemático movilizado por futuros profesores de matemáticas. Alteridad. Revista de Educación, 17(2), 194-207. https://Doi.Org/10.17163/Alt.V17n2.2022.03
Atkinson, Dennis. (2004). Theorising how student teachers form their identities in initial teacher education. British Educational Research Journal, 30(3), 379–394.
Ball, Deborah., Loewenberg Lubienski, Sarah. y Mewborn, Denise. (2001). Research on teaching mathematics: The unsolved problem of teachers’ mathematical knowledge. En: V. Richardson (Ed.), Handbook of research on teaching, 433-456.
Berger, Jean-Louis. y Lê Van, Kim. (2019). Teacher professional identity as multidimensional: mapping its components and examining their associations with general pedagogical beliefs, Educational Studies, 45(2), 163-181. https://doi.org/10.1080/03055698.2018.1446324
Beijaard, Douwe. (2019). Teacher learning as identity learning: models, practices, and topics. Teachers and Teaching, 25(1), 1-6. https://Doi.org/10.1080/13540602.2019.1542871
Beijaard, Douwe., Meijer, Paulien C. y Verloop, Nico. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001
Beijaard, Douwe., Verloop, Nico. y Vermunt, Jean D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749–764. https://doi.org/10.1016/S0742-051x(00)00023-8
Bertaux, Daniel. (1999). El enfoque biográfico: su validez metodológica, sus potencialidades Proposiciones, 29(4), 1-23. http://investigacionsocial.sociales.uba.ar/wp-content/uploads/sites/103/2013/03/14BERTAU.pdf
Blumer, Herbert. (1969). Symbolic interaccionism. Perspective and method. Prentice-Hall, Englewood Cliffs.
Bolívar-Botía, Antonio. (2002). ¿De nobis ipsis silemus?: Epistemología de la investigación biográfico-narrativa en educación. Revista electrónica de investigación educativa, 4(1), 01-26. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1607-40412002000100003&lng=es&tlng=es
Bolívar-Botía, Antonio. y Domingo, Jesús. (2019). La investigación (auto) biográfica en educación. Octoedro.
Braun, Virginia. y Clarke, Victoria. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Brown, Tony. y Mcnamara, Olwen. (2005). New teacher identity and regulative government: the discursive formation of primary mathematics teacher education. Springer.
Bruner, Jerome. (1990). Acts of meaning. Harvard University Press.
Buitrago-Bonilla, Rafael. y Cárdenas-Soler, Ruth. (2017). Emociones e identidad profesional docente: relaciones e incidencia, Praxis & Saber, 8(17), 225-247. https://Doi.Org/10.19053/22160159.V8.N17.2018.7208
Camargo, Eréndira. (2022). Identidad e Idealización Docente: aportes desde las experiencias narradas por los estudiantes de la Escuela Normal Superior de Michoacán, México. Práctica Docente. Revista de Investigación Educativa, 4(8), 165-182. https://doi.org/10.56865/dgenam.pd.22.4.8.203
Demazière, Didier. y Dubar, Claude. (1997). Analyser les entretiens biographiques: l'exemple des récits d'insertion. Presses de l'Université Laval.
Diaz, Brett. y Shahri, Mohammad. (2020). Evaluative affect in the social practice of institutional identity: Making a case for connotative inversion. Language and Communication, 15-28. https://doi.org//10.1016/j.langcom.2020.05.004
Edwards, Anne. (2017). The dialectic of person and practice: How cultural-historical accounts of agency can inform teacher education. In J. Clandinin, y J. Husu (Eds.), The SAGE handbook of research on teacher education, 269–285.
Furlong, Catherine. (2013). The teacher I wish to be: Exploring the influence of life histories on student teacher idealised identities. European Journal of Teacher Education, 36(1), 68-83.
García-Rubio, Juan. (2022). Construcción de la primera identidad profesional del profesorado español de secundaria durante su formación inicial. Revista Mexicana de Investigación Educativa, 27(94), 751-778. https://www.scielo.org.mx/pdf/rmie/v27n94/1405-6666-rmie-27-94-751.pdf
Gee, James Paul. (2001). Identity as an analytic lens for research in education. In W. G. Secada (Ed.), Review of research in education, 99-123.
Gelfuso, Andrea. (2017). Facilitating the development of preservice teachers’ Pedagogical Content Knowledge of literacy and agentic identities: Examining a teacher Educator’s intentional language choices during video-mediated reflection. Teaching and Teacher Education, 66, 33–46. https://doi.org/10.1016/j.tate.2017.03.012
Graven, Mellony y Heyd-Metzuyanim, Einat. (2019). Mathematics Identity Research: The State of the Art and Future Directions. ZDM: The International Journal on Mathematics Education, 51 (3). 361-377.
Hanna, Fadie., Andre, Lucija. y Zee, Marjolein. (2023). Student teachers’ future time perspective and teacher identity: A longitudinal study about students who will become primary school teachers. Teaching and Teacher Education, 136, 1-10. https://doi.org/10.1016/j.tate.2023.104382
Haritos, Calliope. (2004). Understanding teaching through the minds of teacher candidates: A curious blend of realism and idealism. Teaching and Teacher Education, 20(6), 637–654.
Heikkilä, Mirva., Liskala, Tuike. y Mikkilä-Erdmann, Mirijamaija. (2020). Voices of student teachers’ professional agency at the intersection of theory and practice. Learning, Culture and Social Interaction, 25(3). https://www.researchgate.net/publication/340244146_Voices_of_student_teachers'_professional_agency_at_the_intersection_of_theory_and_practice
Ivanovaa, Ilze. y Skara-Mincane, Rita. (2016). Development of Professional Identity during Teacher’s Practice. Procedia-Social and Behavioral Sciences, 232, 529-536. http://dx.doi.org/10.1016/j.sbspro.2016.10.073
Jian, Tao., Yueting Xu. y Xuesong, Andy Gao. (2024). Teacher emotions and agency enactment in online teaching. Teaching and Teacher Education, 137. https://doi.org/10.1016/j.tate.2023.104389
Korthagen, Fred. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97. https://doi.org/10.1016/j.tate.2003.10.002
Kornblit, Ana Lía. y Beltramino, Fabian Gustavo. (2004). Metodologías cualitativas en ciencias sociales: modelos y procedimientos de análisis. Editorial Biblos.
Lara-Subiabre, Brenda. y Vargas Fajardo, Andrea. (2023). Identidad reflexiva docente de estudiantes de profesorado al evaluar una práctica educativa. REXE. Revista de Estudios y Experiencias en Educación, 22(49), 160-176. https://Doi.Org/10.21703/Rexe.V22i49.1697
Lutovac, Sonja. (2020). How failure shapes teacher identities: Pre-service elementary schooland mathematics teachers’narrated possible selves. Teaching and Teacher Education, (94). https://doi.org/10.1016/j.tate.2020.103120
Lutovac, Sonja. y Kaasila, Raimo. (2014). Pre-service teachers’ future-oriented mathematical identity work. Educational Studies in Mathematics, 85(1), 129-142. https://doi.org/10.1007/S10649-013-9500-8
Lutovac, Sonja. y Kaasila, Raimo. (2018). An elementary teacher’s narrative-identity work at two points in time two decades apart. Educational Studies in Mathematics, 98(3), 253-267. https://www.jstor.org/stable/45185429
McAdams, Dan P. (2017). How stories found a home in human personality. In: The routledge international handbook on narrative and life history, 44-58.
Malmberg, Lars Erick. (2006). Goal-orientation and teacher motivation among teacher applicants and student teachers. Teaching and Teacher Education, 22(1), 58–76. https://eric.ed.gov/?id=EJ724222
Margel, Geyser. (2001). Para que el sujeto tenga la palabra: presentación y transformación de la técnica de grupo de discusión. En M. L. Tarrés (Coord.). Observar, escuchar y comprender: sobre la tradición cualitativa en la investigación social. 187-208.
Miller, Kyle. y Shifflet, Rena. (2016). How memories of school inform preservice teachers feared and desired selves as teachers. Teaching and Teacher Education, 53, 20-29. https://doi.org/10.1016/j.tate.2015.10.002
Miranda, Giselle. y Vargas, Marie-Claire. (2018). Identidad profesional y formación docente universitaria: Un proceso en construcción desde la mirada del estudiantado. Revista Actualidades Investigativas en Educación, 19(1), 1-18. https://doi.org/10.15517/aie.v19i1.35379
Nelson, Carla. (2008). Shifting teacher identities through inquiry into ‘stories to live by’. Reflective Practice, 9(2), 207–217. https://doi.org/10.1080/14623940802005608
Oliveira, Hélia. (2004). Percursos de identidade do professor de Matemática: O contributo da forrnacáo inicial. Quadrante, 13(1),115-145. https://repositorio.ul.pt/handle/10451/6963
Ponte, Jão Pedro. y Oliveira, Hélia. (2002). Remar contra a maré: A construção do conhecimento e da identida- de profissional na formação inicial. Revista de Educação, 11(2), 145-163. https://repositorio.ul.pt/handle/10451/3167
Ponte, Jão Pedro. y Chapman, Olive. (2008). Preservice mathematics teachers’ knowledge and development. In Lyn D. English (Ed), Handbook of International Research in Mathematics Education. 223-261.
Renwick, Kerry. (2023). Developing teacher identity through purposeful dialogue. Teaching and Teacher Education, 128. https://doi.org/10.1016/j.tate.2023.104135.
Richardson, Virginia. y Placier, Peggy. (2001). Teacher change. In V. Richardson (Ed.), Hand- book of research on teaching. 905–947.
Rivera, Magdalena. y Martínez, Gustavo. (2016). Identidad profesional de estudiantes de licenciatura del área de matemática educativa. En Rebeca Flores (Ed.), Acta Latinoamericana de Matemática Educativa. 876-884.
Rodrigues, Filomena. y Mogarro, Maria João. (2019). Student teachers’ professional identity: A review of research contributions. Educational Research Review, 28. https://doi.org/10.1016/j.edurev.2019.100286
Rodrigues, Filomena. y Mogarro, Maria Joäo. (2020). Imagens de identidade profissional de futuros profesores. Revista Brasileira de Educação, (25), 1-21. https://doi.org/10.1590/S1413-24782019250004
Sfard, Anna. y Prusak, Anna. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14–22. http://dx.doi.org/10.3102/0013189X034004014
Tsybulsky, Dina. y Muchnik-Rozanov, Yulia. (2019). The development of student-teachers’ professional identity while team-teaching science classes using a project-based learning approach: A multi-level analysis. Teaching and Teacher Education, 79, 48-59. https://www.sciencedirect.com/science/article/abs/pii/S0742051X17321273
Varis, Sotiria., Heikkila, Mirva., Metsa ̈pelto, Riitta-Leena. y Mikkil ̈a-Erdmann, Mirjamaija. (2023). Finnish pre-service teachers’ identity development after a year of initial teacher education: Adding, transforming, and defending. Teaching and Teacher Education, 135 https://doi.org/10.1016/j.tate.2023.104354
Walshaw, Margaret. (2004). Pre-service Mathematics teaching in the context of schools: an exploration into the constitution of identity. Journal of Mathematics Teacher Education, 7(1), 63-86. https://link.springer.com/article/10.1023/B:JMTE.0000009972.30248.9c
Zhu, Gang. (2017). Chinese student teachers' perspectives on becoming a teacher in the practicum: Emotional and ethical dimensions of identity shaping. Journal of Education for Teaching, 43(4), 491–495. https://doi.org/10.1080/02607476.2017.1341162
Comments
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2023 Magdalena Rivera Abrajan, Carlos Reséndiz Rodríguez, Raúl Salas Vega