Teacher identity as a theoretical framework for researching out-of-field teaching mathematics teachers

TitelTeacher identity as a theoretical framework for researching out-of-field teaching mathematics teachers
MedientypBuchkapitel
Jahr2015
AutorenBosse, M, Törner, G
EditorBernack, C, Erens, R, Eichler, A, Leuders, T
Book TitleViews and beliefs in mathematics education - contribution of the 19th MAVI conference
Seitenzahlen1-14
VerlagUnivrsität
OrtFreiburg
Schlüsselwörterfachfremd, Identität, identity, Lehreridentität, out-of-field teaching, teacher identity
Abstrakt

This theoretical essay deals with teacher identity as an approach for studying out-of-field teaching mathematics teachers, i.e. teachers without formal education for teaching mathematics. It thinks about teacher identity as a unifying concept that is able to connect cognitive and affective-motivational perspectives. The connecting framework helps us to explain how out-of-field teaching in mathematics works: teachers’ shortcomings in cognitive domains are indirectly compensated due to the prioritization-function of affective-motivational realms. Furthermore, other advantages of the identity approach are stated by referring to characteristics of identity concepts that can be found in literature. Finally, our conclusion leads to recommendations for designing in-service training programs for these teachers.