Prospective Mathematics Teachers' Value Judgment and Sense of Self

Hege Marie Poulaki Mandt

Abstract


This article presents an in-depth study illuminating prospective teachers’ (PTs) emotions and identity in their development of becoming mathematics teachers. The participants study at a general teacher education programme and have chosen to specialise in mathematics. The theoretical framework in this study is based on Ricoeur’s (1992) and Nussbaum’s (2001) theories on identity and emotion. The main argument for using this framework is the link between ethics, eudaimonia, value judgment, emotions and identity. These terms are closely related with the question of a person’s well-being and flourishing. Through this framework, this study tries to make an innovative approach in the field of mathematics education. The findings indicated an emerging identity towards a reform mathematics teacher when analysing the participants' emotions, well-being and their flourishing.


Keywords


Personal narrative identity; emotions; value judgment; professional development; reform mathematics teachers (RMT)

Full Text:

PDF

References


Ball, D. L. (2001). Teaching, with respect to mathematics and students. In T. Wood, B. S. Nelson & J. Warfield (Eds.), Beyond classical pedagogy: Teaching elementary school mathematics (pp. 11-22). Lawrence Erlbaum Associates.

Bibby, T. (2002) Shame: An emotional response to doing mathematics as an adult and a teacher. British Educational Research Journal, 28(5), 705–721.

Bullough, R. V., & Hall-Kenyon, K. M. (2012). On teacher hope, sense of calling, and commitment to teaching. Teacher Education Quarterly 39(2), 7–27.

Darragh, L. (2016). Identity research in mathematics education. Educational Studies in Mathematics, 93(1), 19–33.

Day, C., & Leitch, R. (2001). Teachers and teacher educators’ lives: The role of emotion. Teaching and Teacher Education, 17, 403–415.

Di Martino, P., Coppola, C., Mollo, M., Pacelli, T., & Sabena, C. (2013). Pre-service primary teachers’ emotions: the math-redemption phenomenon. In A. M. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 225–232). Germany.

Di Martino, P., & Sabena, C. (2011). Elementary pre-service teachers’ emotions: shadows from the past to the future. In K. Kislenko (Ed.), Current state of research on mathematical beliefs XVI (pp. 89-105). Tallinn University.

Drake, C. (2006). Turning points: Using teachers’ mathematics life stories to understand the implementation of mathematics education reform. Journal of Mathematics Teacher Education,9(6), 579–608.

Drake, C., Spillane, J. P., & Hufferd-Ackles, K. (2001). Storied identities: Teacher learning and subject-matter context. Journal of Curriculum Studies, 33(1), 1–23.

Eren, A. (2014). Uncovering the links between prospective teachers’ personal responsibility, academic optimism, hope, and emotions about teaching: A mediation analysis. Social Psychology of Education, 17, 73–104.

Gibbons, L., Feldman, Z., Chapin, S., Batista, L. N., Starks, R., & Vazquez-Aguilar, M. (2018). Facilitation practices in mathematics teacher education and the mathematical identities of preservice elementary teachers. Mathematics Teacher Education and Development, 20(3), 20-40

Goldin, G. A. (2014). Perspectives on emotion in mathematical engagement, learning, and problem-solving. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 391–414). Routledge Press

Gomez, C. N. (2018). Identity work of a prospective teacher: An argumentation perspective on identity. Mathematics Teacher Education and Development, 20(1), 43-61.

Goos, M. E., & Bennison, A. (2008). Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice. Journal of Mathematics Teacher Education, 11(1), 41–60. doi:10.1007/s10857-007-9061-9

Hannula, M., Liljedahl, P., Kaasila, R., & Rösken, B. (2007). Researching relief of mathematics anxiety among pre-service elementary school teachers. In J. Woo, H. Lew, K. Park & D. Seo (Eds.). Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education, (Vol. 1, pp. 153-156). Seoul, Korea: PME

Hannula, M. S. (2002). Attitude towards mathematics: Emotions, expectations and values. Educational Studies in Mathematics, 49, 25–46.

Hansen, D. T. (1998). The moral is in the practice. Teaching and Teacher Education, 14, 643–655.

Hodgen, J., & Askew, M. (2007). Emotion, identity, and teacher learning: Becoming a primary mathematics teacher. Oxford Review of Education, 33(4), 469–487.

Huta, V., & Waterman, A. S. (2014). Eudaimonia and its distinction from hedonia: Developing a classification and terminology for understanding conceptual and operational definitions. Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 15(6), 1425–1456.

Itter, D., & Meyers, N. (2017). Fear, loathing and ambivalence toward learning and teaching mathematics: Preservice teachers’ perspectives. Mathematics Teacher Education & Development, 19(2), 123–141.

Keller, M. M., Frenzel, A. C., Goetz, T., Pekrun, R., & Hensley, L. (2014). Exploring teacher emotions: A literature review and an experience sampling study. In W. Richardson, S. A. Karabenick, & H. M. G. Watt (Eds.), Teacher motivation: Theory and practice (pp. 69–82). Routledge.

Lauermann, F., & Karabenick, S. A. (2013). The meaning and measure of teachers’ sense of responsibility for educational outcomes. Teaching and Teacher Education, 30, 13–26.

Losano, L., & Cyrino, M. C. C. T. (2017). Current research on prospective secondary mathematics teachers’ professional identity. In M. Strutchens et al. (Eds.), The mathematics education of prospective secondary teachers around the world (pp. 25–32). Springer.

Lutovac, S., & Kaasila, R. (2011). Beginning a pre-service teacher’s mathematical identity work through narrative rehabilitation and bibliotherapy. Teaching in Higher Education, 16(2), 225–236.

Lutovac, S. & Kaasila, R. (2012). Dialogue between past and future mathematical identities. Nordic Studies in Mathematics Education, 17(3–4), 125–139.

Lutovac, S., & Kaasila, R. (2014). Pre-service teachers’ future-oriented mathematical identity work. Educational Studies in Mathematics, 85(1), 129–142.

Lutovac, S., & Kaasila, R. (2018). Future directions in research on mathematics-related teacher identity. International Journal of Science and Mathematics Education, 16(4), 759–776.

Mansfield, C. F., & Volet, S. E. (2010). Developing beliefs about classroom motivation: Journeys of preservice teachers. Teaching and Teacher Education, 26, 1404–1415.

Meyer, D. (2009). Entering the emotional practices of teaching. In P. A. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research (pp. 73–91). Springer.

Nussbaum, M. (2001). Upheavals of thought: The intelligence of emotions. Cambridge: Cambridge University Press.

Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). SAGE Publications.

Ricoeur, P. (1992). Oneself as another. University of Chicago Press.

Schukajlow, S., Rakoczy, K., & Pekrun, R. (2017). Emotions and motivation in mathematics education: Theoretical considerations and empirical contributions. ZDM, 49(3), 307–322.

Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method, and research. SAGE Publications.

Timoštšuk, I., & Ugaste, A. (2010). Student teachers’ professional identity. Teaching and Teacher Education, 26, 1563–1570.

van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. State University of New York Press.

Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54, 143–178.

Wenger, E. (1998). Communities of practice: learning, meaning and identity. Cambridge University Press.

Yuan, R., & Lee, I. (2015). The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme. Research Papers in Education, 30, 469–491.

Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching, 9(3), 213–238.

Zembylas, M. (2005). Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching. Teaching and Teacher Education, 21, 935–948.

Zembylas, M. (2007). Theory and methodology in researching emotions in education, International Journal of Research & Method in Education, 30(1), 57-72. https//doi.org/10.1080/17437270701207785


Refbacks

  • There are currently no refbacks.