Abstract

This article analyzes and discusses the professional values of prospective mathematics teachers. Theoretical approaches to the understanding of teachers’ professional values, such as critical mathematics education and relational perspectives, are well developed. Still, there are few empirical contributions to the field. Here, professional values are understood as interwoven with professional identity. The article raises the question of how prospective teachers construct their identity and values in time and space, and the analysis is based on data material from mathematics teacher students at two Norwegian teacher education institutions. The main finding is that the teacher students construct their professional identity and values in a compressed timespace. Their professional responsibility is located in and restricted to themselves and the relation to the individual student, not including concern for, for instance, social justice. The students do not express opposition to ideals of social justice, but it is beyond their constructed professional timespace identity, values and responsibility.

Highlights

  • This is a study of the scope of professional values among prospective mathematics teachers in Norway

  • We argue for a contribution to the theoretical understanding of professional identity and values

  • We have demonstrated that ethics and values played a major role in the professional identities narrated by the prospective teachers we interviewed

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Summary

General submission

On a math mission: The time and space compression of professional identity and values in prospective mathematics teachers’ stories. Article reuse guidelines: sagepub.com/journals-permissions httpDs:O//dIo: i1.o0r.g1/1107.171/1774/714479409401421020995577220088 journals.sagepub.com/home/eer

Introduction
Situating the research
Critical and relational approaches to mathematics education
Timespace and professional values
Theoretical framework
Research approach
Context and participants
Introducing Alice and Brenda
Shared meaning
Concluding discussion
Author biographies
Full Text
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