Pre-service teachers' future-oriented mathematical identity work

Educational Studies in Mathematics

Volumn 85, Issue 1, 2014, Pages 129-142

  Lutovac, Sonja ^a   Kaasila, Raimo ^b  

^a UNIVERSITY OF LAPLAND   (Finland)

^b UNIVERSITY OF OULU   (Finland)

Author keywords

Future orientation; Mathematical identity work; Mathematics education; Narrative identity; Possible selves; Teacher education

Indexed keywords

EID: 84890878396     PISSN: 00131954     EISSN: 15730816     Source Type: Journal    
DOI: 10.1007/s10649-013-9500-8     Document Type: Article

References (44)

1. Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189.
2. Beijaard, D. (1995). Teachers' prior experiences and actual perceptions of professional identity. Teachers and Teaching: Theory and Practice, 1, 281-294.
3. Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers' professional identity. Teaching and Teacher Education, 20, 107-128.
4. Black, L., Mendick, H., & Solomon, Y. (Eds.). (2009). Mathematical relationships in education: Identities and participation. London: Routledge.
5. Black, L., Williams, J., Hernandez-Martinez, P., Davis, P., Pampaka, M., & Wake, G. (2010). Developing a 'Leading Identity': The relationship between students' mathematical identities and their career and Higher Education aspirations. Educational Studies in Mathematics, 73(1), 55-72.
6. Brown, T., & McNamara, O. (Eds.). (2011). Becoming a mathematics teacher: Identity and identifications. Springer.
7. Bruner, J. S. (2003). The narrative creation of self. In L. E. Angus & J. McLeod (Eds.), The handbook of narrative and psychotherapy: Practice, theory and research (pp. 3-14). Thousand Oaks: Sage.
8. Chapman, O. (2008). Imagination as a tool in mathematics teacher education. Journal of Mathematics Teacher Education, 11(2), 83-88.
9. Connelly, F. M., & Clandinin, D. J. (2000). Narrative understanding of teacher knowledge. Journal of Curriculum and Supervision, 15, 315-331.
10. Conway, P. F. (2001). Anticipatory reflection while learning to teach: From a temporally truncated to a temporally distributed model of reflection in teacher education. Teaching and Teacher Education, 17, 89-116.
11. Di Martino, P., & Sabena, C. (2011). Elementary pre-service teachers' emotions: Shadows from the past to the future. In K. Kislenko (Ed.), Proceedings of MAVI 16 conference: Current state of research on mathematical beliefs XVI (pp. 89-105). Tallin: Tallinn University of Applied Sciences.
12. Drake, C., Spillane, J., & Hufferd-Ackles, K. (2001). Storied identities: Teacher learning and subject-matter context. Journal of Curriculum Studies, 33(1), 1-23.
13. Dunkel, C. S., & Anthis, K. S. (2001). The role of possible selves in identity formation: A short-term longitudinal study. Journal of Adolescence, 24, 765-776.
14. Hamman, D., Gosselin, K., Romano, J., & Bunuan, R. (2010). Using possible-selves theory to understand the identity development of new teachers. Teaching and Teacher Education, 26, 1349-1361.
15. Hannula, M. S. (2007). Finnish research on affect in mathematics: Blended theories, mixed methods and some findings. ZDM, International Journal of Mathematics Education, 39, 197-203.
16. Hänninen, V., & Valkonen, J. (1998). Tarinat, sairaudet ja kuntoutuminen [Narratives, illnesses and rehabilitation]. In V. Hänninen & J. Valkonen (Eds.), Kunnontarinoita, Tarinallinen näkökulma kuntoutukseen [Narrative views for rehabilitation], Research reports 59/98 (pp. 3-20). Helsinki: Kuntoutussäätiö.
17. Kaasila, R. (2007a). Using narrative inquiry for investigating the becoming of a mathematics teacher. ZDM, International Journal of Mathematics Education, 39, 205-213.
18. Kaasila, R. (2007b). Mathematical biography and key rhetoric. Educational Studies in Mathematics, 66, 373-384.
19. Kaasila, R., Hannula, M. S., Laine, A., & Pehkonen, E. (2008). Socio-emotional orientations and teacher change. Educational Studies in Mathematics, 67(2), 111-123.
20. Kaasila, R., & Lauriala, A. (2010). Towards a collaborative, interactionist model of teacher change. Teaching and Teacher Education, 26, 854-862.
21. Kaasila, R., & Lauriala, A. (2012). How do pre-service teachers' reflective processes differ in relation to different contexts? European Journal of Teacher Education, 35(1), 77-88.
22. Kaasila, R., Hannula, M. S., & Laine, A. (2012). "My personal relationship towards mathematics has necessarily not changed but..." Analyzing pre-service teachers' mathematical identity talk. International Journal of Science and Mathematics Teaching, 10(4), 975-995.
23. Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97.
24. Lenkowsky, R. (1987). Bibliotherapy: A review and analysis of the literature. Journal of Special Education, 21(2), 123-132.
25. Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research. Reading, analysis and interpretation. London: Sage.
26. Lutovac, S., & Kaasila, R. (2010). How to apply the process of emplotment using the narrative approach in mathematics education. Didactica Slovenica, 25(3-4), 92-109.
27. 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.
28. Lutovac, S., & Kaasila, R. (2013). Dialogue between past and future mathematical identities. Nordic Studies in Mathematics Education.
29. Markus, H. R. (2006). Foreward. In C. Dunkel and J. Kerpelman (Eds.), Possible Selves: Theory, Research and Applications (pp. xi-xiv). New York: Nova Science.
30. Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954-969.
31. Markus, H., & Ruvolo, A. (1989). Possible selves: Personalized representations of goals. In L. A. Pervin (Ed.), Goal concepts in personality and social psychology (pp. 211-241). Hillsdale: Erlbaum.
32. Mishler, E. G. (1986). Research interviewing: Context and narrative. Cambridge, Massachusetts and London, England: Harvard University Press.
33. Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park: Sage.
34. Pehkonen, E., & Hannula, M. S. (2004). Mathematical belief research in Finland. Nordic Studies in Mathematics Education, 9(2), 23-38.
35. Phelps, C. M. (2010). Factors that pre-service elementary teachers perceive as affecting their motivational profiles in mathematics. Educational Studies in Mathematics, 75(3), 293-309.
36. Potter, J. (1996). Discourse analysis and constructionist approaches: Theoretical background. In J. Richardson (Ed.), Handbook of qualitative research methods for psychology and the social sciences (pp. 125-140). Leicester: BPS Books.
37. Ricoeur, P. (1988). Time and narrative (Vol. 3). Chicago: University of Chicago Press.
38. Ricoeur, P. (1992). Oneself as another. Chicago: University of Chicago Press.
39. Rodgers, C. R., & Scott, K. H. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education (pp. 732-755). New York: Routledge.
40. Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14-22.
41. Singer, J. A. (2004). Narrative identity and meaning-making across the adult lifespan. Journal of Personality, 72, 437-459.
42. Urzua, A., & Vasquez, C. (2008). Reflection and professional identity in teachers' future-oriented discourse. Teaching and Teacher Education, 24, 1935-1946.
43. Verhesschen, P. (2003). "The poem's invitation": Ricoeur's concept of mimesis and its consequences for narrative educational research. Journal of Philosophy of Education, 37(3), 449-465.
44. Watson, C. (2006). Narratives of practice and the construction of identity in teaching. Teachers and Teaching: Theory and Practice, 12(5), 509-526.