In this project, we investigate the development of mathematics teachers' professional identities before and in the first few years after their graduation.
Project manager Jeppe Skott Project members Jeppe Skott (Lnu), Hanna Palmér (Lnu) and Andreas Ebbelind (Lnu) Timetable 2010-2020 Subjects – Mathematics Education (Department of Mathematics, Faculty of Technology) – Pedagogics and Educational Sciences (Department of Pedagogy, Faculty of Faculty of Social Sciences)
More about the project
The Makings of a Mathematics Teacher investigates the development of mathematics teachers' professional identities before and in the first few years after their graduation. In longitudinal, qualitative studies we seek to understand how teachers' engagement in their teacher education programmes or in social practices at and beyond their schools relate to changes in their professional tales of themselves and in their contributions to classroom practice.
Doing so we use a framework called Patterns of Participation (PoP). At one level of analysis PoP seeks to understand what role other practices and discourses (e.g. reform recommendations, collaboration with colleagues, theoretical parts of the teacher education programme) play for the teacher's contribution to the interaction in particular classroom episodes. At another level, we use the framework to look across individual episodes and point to trends and developments in the teachers' contributions to the practices that evolve in mathematics classrooms.