Abstract
Drawing on a situative perspective, this study explores how preservice elementary teachers develop themselves as teachers of mathematics and critical experiences in their identity development, in particular, from teacher education coursework through their student teaching experiences. Through two cases, this study reveals that mentor relationships were critical in shaping preservice teachers’ identities as mathematics teachers and in building their initial mathematics teaching practices. Findings suggest that successful mentoring is necessary, and this generally requires sharing common goals, receiving feedback, and having opportunities to practice knowledge, skills, and identities on the part of beginning teachers. This study adds to the field of teacher education research by focusing on prospective teachers’ identity constructions in relation to their communities of practice, and also by emphasizing the role of mentors in preservice teachers’ identity development.
Highlights
The term identity is prominent in the field of education (Sfard & Prusak, 2005). Sumara & Luce-Kapler (1996) emphasize the long-term characteristics of teacher learning using the concept of identity
Drawing on a situative perspective, this study explores how preservice elementary teachers develop themselves as teachers of mathematics and critical experiences in their identity development, in particular, from teacher education coursework through their student teaching experiences
This study reveals that mentor relationships were critical in shaping preservice teachers’ identities as mathematics teachers and in building their initial mathematics teaching practices
Summary
The term identity is prominent in the field of education (Sfard & Prusak, 2005). Sumara & Luce-Kapler (1996) emphasize the long-term characteristics of teacher learning using the concept of identity. Central to preservice teachers’ identity development are university coursework and the student-teaching practicum, which can be their first practice-based connection to school environments Due to these multiple contexts and on-going learning experiences, this study focuses on preservice teachers’ identity development to explore how they become teachers drawing on a situative perspective (Lave & Wenger, 1991). Identity is rarely analyzed as a direct link to teacher practice (Enyedy, Goldenberg, & Welsh, 2005) Within this framework, we detail the identity development of two preservice elementary teachers across mathematics methods and the student teaching experience to better understand how it shifted as they engage within these programs, which served as a community of practice
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