The development of a mathematics teacher's professional identity during her first year teaching

Autores
Losano, Ana Leticia; Fiorentini, Dario; Villarreal, Mónica Ester
Año de publicación
2018
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Fil: Losano, Ana Leticia. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía, Física y Computación; Argentina.
Fil: Losano, Ana Leticia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina.
Fil: Fiorentini, Dario. Universidade Estadual de Campinas. Faculdade de Educação; Brazil.
Fil: Villarreal, Mónica Ester. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía, Física y Computación; Argentina.
Fil: Villarreal, Mónica Ester. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina.
This study is focused on a period that poses several challenges for the development of mathematics teachers’ professional identities and agency: their first year of teaching in schools. During this period, beginning mathematics teachers confront tensions and contradictions among the principles, ideals, and experiences encountered during pre-service education and the demands, and restrictions of their teaching practice in schools. This article approaches this topic by developing an interpretative case study centered on one novice mathematics teacher, Sol. The aim is to describe and understand the development of Sol’s professional identity and agency during her first teaching year. Considering identity development as a diachronic phenomenon, we carry out a narrative analysis of the research data. The findings show that Sol developed her professional identity and agency through a process that gathered together the teaching practices possible inside her school, the positions she could negotiate as a newcomer inside the institution, and the cultural practices and discourses embodied during pre-service education. The results bring to the forefront the profound and tense interactions between the intimate and personal terrain of mathematics teachers and the social and cultural world of the schools where they work. Sol’s case also contributes to understanding the role that a robust pre-service education can play in the development of beginning teachers’ professional identities and in the possibility they could become agents of transformation in their schools.
publishedVersion
Fil: Losano, Ana Leticia. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía, Física y Computación; Argentina.
Fil: Losano, Ana Leticia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina.
Fil: Fiorentini, Dario. Universidade Estadual de Campinas. Faculdade de Educação; Brazil.
Fil: Villarreal, Mónica Ester. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía, Física y Computación; Argentina.
Fil: Villarreal, Mónica Ester. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina.
Educación General (incluye capacitación, pedagogía y didáctica)
Materia
Professional identity
Agency
Beginning mathematics teachers
Pre-service teacher education
Narrative analysis
Nivel de accesibilidad
acceso abierto
Condiciones de uso
Repositorio
Repositorio Digital Universitario (UNC)
Institución
Universidad Nacional de Córdoba
OAI Identificador
oai:rdu.unc.edu.ar:11086/563258
Acceder
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oai_identifier_str oai:rdu.unc.edu.ar:11086/563258
network_acronym_str RDUUNC
repository_id_str 2572
network_name_str Repositorio Digital Universitario (UNC)
spelling The development of a mathematics teacher's professional identity during her first year teachingLosano, Ana LeticiaFiorentini, DarioVillarreal, Mónica EsterProfessional identityAgencyBeginning mathematics teachersPre-service teacher educationNarrative analysisFil: Losano, Ana Leticia. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía, Física y Computación; Argentina.Fil: Losano, Ana Leticia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina.Fil: Fiorentini, Dario. Universidade Estadual de Campinas. Faculdade de Educação; Brazil.Fil: Villarreal, Mónica Ester. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía, Física y Computación; Argentina.Fil: Villarreal, Mónica Ester. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina.This study is focused on a period that poses several challenges for the development of mathematics teachers’ professional identities and agency: their first year of teaching in schools. During this period, beginning mathematics teachers confront tensions and contradictions among the principles, ideals, and experiences encountered during pre-service education and the demands, and restrictions of their teaching practice in schools. This article approaches this topic by developing an interpretative case study centered on one novice mathematics teacher, Sol. The aim is to describe and understand the development of Sol’s professional identity and agency during her first teaching year. Considering identity development as a diachronic phenomenon, we carry out a narrative analysis of the research data. The findings show that Sol developed her professional identity and agency through a process that gathered together the teaching practices possible inside her school, the positions she could negotiate as a newcomer inside the institution, and the cultural practices and discourses embodied during pre-service education. The results bring to the forefront the profound and tense interactions between the intimate and personal terrain of mathematics teachers and the social and cultural world of the schools where they work. Sol’s case also contributes to understanding the role that a robust pre-service education can play in the development of beginning teachers’ professional identities and in the possibility they could become agents of transformation in their schools.publishedVersionFil: Losano, Ana Leticia. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía, Física y Computación; Argentina.Fil: Losano, Ana Leticia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina.Fil: Fiorentini, Dario. Universidade Estadual de Campinas. Faculdade de Educação; Brazil.Fil: Villarreal, Mónica Ester. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía, Física y Computación; Argentina.Fil: Villarreal, Mónica Ester. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina.Educación General (incluye capacitación, pedagogía y didáctica)https://orcid.org/0000-0002-6120-4926https://orcid.org/0000-0001-5536-0781https://orcid.org/0000-0002-9029-48872018info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfLosano, A. L., Fiorentini, D. y Villarreal, M. E. (2018). The development of a mathematics teacher’s professional identity during her first year teaching. Journal of Mathematics Teacher Education, 21 (3), 287–315. https://doi.org/10.1007/s10857-017-9364-41386-4416http://hdl.handle.net/11086/5632581573-1820https://doi.org/10.1007/s10857-017-9364-4enginfo:eu-repo/semantics/openAccessreponame:Repositorio Digital Universitario (UNC)instname:Universidad Nacional de Córdobainstacron:UNC2026-10-01T10:24:37Zoai:rdu.unc.edu.ar:11086/563258Institucionalhttps://rdu.unc.edu.ar/Universidad públicaNo correspondehttp://rdu.unc.edu.ar/oai/snrdoca.unc@gmail.comArgentinaNo correspondeNo correspondeNo correspondeopendoar:25722026-10-01 10:24:37.704Repositorio Digital Universitario (UNC) - Universidad Nacional de Córdobafalse
dc.title.none.fl_str_mv The development of a mathematics teacher's professional identity during her first year teaching
title The development of a mathematics teacher's professional identity during her first year teaching
spellingShingle The development of a mathematics teacher's professional identity during her first year teaching
Losano, Ana Leticia
Professional identity
Agency
Beginning mathematics teachers
Pre-service teacher education
Narrative analysis
title_short The development of a mathematics teacher's professional identity during her first year teaching
title_full The development of a mathematics teacher's professional identity during her first year teaching
title_fullStr The development of a mathematics teacher's professional identity during her first year teaching
title_full_unstemmed The development of a mathematics teacher's professional identity during her first year teaching
title_sort The development of a mathematics teacher's professional identity during her first year teaching
dc.creator.none.fl_str_mv Losano, Ana Leticia
Fiorentini, Dario
Villarreal, Mónica Ester
author Losano, Ana Leticia
author_facet Losano, Ana Leticia
Fiorentini, Dario
Villarreal, Mónica Ester
author_role author
author2 Fiorentini, Dario
Villarreal, Mónica Ester
author2_role author
author
dc.contributor.none.fl_str_mv https://orcid.org/0000-0002-6120-4926
https://orcid.org/0000-0001-5536-0781
https://orcid.org/0000-0002-9029-4887
dc.subject.none.fl_str_mv Professional identity
Agency
Beginning mathematics teachers
Pre-service teacher education
Narrative analysis
topic Professional identity
Agency
Beginning mathematics teachers
Pre-service teacher education
Narrative analysis
dc.description.none.fl_txt_mv Fil: Losano, Ana Leticia. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía, Física y Computación; Argentina.
Fil: Losano, Ana Leticia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina.
Fil: Fiorentini, Dario. Universidade Estadual de Campinas. Faculdade de Educação; Brazil.
Fil: Villarreal, Mónica Ester. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía, Física y Computación; Argentina.
Fil: Villarreal, Mónica Ester. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina.
This study is focused on a period that poses several challenges for the development of mathematics teachers’ professional identities and agency: their first year of teaching in schools. During this period, beginning mathematics teachers confront tensions and contradictions among the principles, ideals, and experiences encountered during pre-service education and the demands, and restrictions of their teaching practice in schools. This article approaches this topic by developing an interpretative case study centered on one novice mathematics teacher, Sol. The aim is to describe and understand the development of Sol’s professional identity and agency during her first teaching year. Considering identity development as a diachronic phenomenon, we carry out a narrative analysis of the research data. The findings show that Sol developed her professional identity and agency through a process that gathered together the teaching practices possible inside her school, the positions she could negotiate as a newcomer inside the institution, and the cultural practices and discourses embodied during pre-service education. The results bring to the forefront the profound and tense interactions between the intimate and personal terrain of mathematics teachers and the social and cultural world of the schools where they work. Sol’s case also contributes to understanding the role that a robust pre-service education can play in the development of beginning teachers’ professional identities and in the possibility they could become agents of transformation in their schools.
publishedVersion
Fil: Losano, Ana Leticia. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía, Física y Computación; Argentina.
Fil: Losano, Ana Leticia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina.
Fil: Fiorentini, Dario. Universidade Estadual de Campinas. Faculdade de Educação; Brazil.
Fil: Villarreal, Mónica Ester. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía, Física y Computación; Argentina.
Fil: Villarreal, Mónica Ester. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina.
Educación General (incluye capacitación, pedagogía y didáctica)
description Fil: Losano, Ana Leticia. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía, Física y Computación; Argentina.
publishDate 2018
dc.date.none.fl_str_mv 2018
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv Losano, A. L., Fiorentini, D. y Villarreal, M. E. (2018). The development of a mathematics teacher’s professional identity during her first year teaching. Journal of Mathematics Teacher Education, 21 (3), 287–315. https://doi.org/10.1007/s10857-017-9364-4
1386-4416
http://hdl.handle.net/11086/563258
1573-1820
https://doi.org/10.1007/s10857-017-9364-4
identifier_str_mv Losano, A. L., Fiorentini, D. y Villarreal, M. E. (2018). The development of a mathematics teacher’s professional identity during her first year teaching. Journal of Mathematics Teacher Education, 21 (3), 287–315. https://doi.org/10.1007/s10857-017-9364-4
1386-4416
1573-1820
url http://hdl.handle.net/11086/563258
https://doi.org/10.1007/s10857-017-9364-4
dc.language.none.fl_str_mv eng
language eng
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Repositorio Digital Universitario (UNC)
instname:Universidad Nacional de Córdoba
instacron:UNC
reponame_str Repositorio Digital Universitario (UNC)
collection Repositorio Digital Universitario (UNC)
instname_str Universidad Nacional de Córdoba
instacron_str UNC
institution UNC
repository.name.fl_str_mv Repositorio Digital Universitario (UNC) - Universidad Nacional de Córdoba
repository.mail.fl_str_mv oca.unc@gmail.com
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score 13.365483

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