Abstract
Mr. Morgan, an experienced mathematics teacher, was studied in order to identify changes in professional identity, pedagogical discourse and actions in his classroom while he participated in professional development activities to stimulate mathematical discussions. Data include four cycles of interviews and lesson recordings over the course of one year. Although change was observed in Mr. Morgan's teaching actions and pedagogical discourse, Mr. Morgan authored himself at the end of the year as more “traditional” (teacher-centered) than he had at the beginning of the year. This, as result of his designated identity shifting along with shifts in his pedagogical discourse.
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