Supporting teacher identity development of preservice middle school mathematics teachers in informal learning environments

Abstract

ABSTRACT This study focused on the reflections of preservice middle school mathematics teachers who participated in informal learning environments (science and mathematics camps) as assistant teachers. It was aimed to explore whether participation in these informal settings contributed to their teacher identity development. The findings revealed that preservice teachers developed a better understanding of learner-centered teaching and learner characteristics and reflect better on their existing teacher identities based on their experiences in the science and mathematics camps. Furthermore, their reflections revealed that they became more confident about their teaching capabilities and motivated to begin teaching. Therefore, it is possible to claim that the experiences in the science and mathematics camps cognitively, affectively, and emotionally contributed to the participant preservice teachers’ teacher identity development.