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The professional identity of mathematics teachers in Further Education

Dalby, D.M.

Authors

D.M. Dalby diane.dalby@nottingham.ac.uk



Abstract

Professional identities may be viewed as narrative constructions in social situations but personal experiences and beliefs are fundamental influences in their development. Within Further Education colleges in England, mathematics teachers are typically expected to fulfil multiple roles, teaching a wide range of curricula and age groups, and this brings additional complexity to their professional identities. In this study, questionnaires and interviews with mathematics teachers in three Further Education colleges are used to examine their roles and professional identities. The findings show how teachers’ personal experiences of mathematics, in formal education and the workplace, influence their beliefs and are linked to their narrative and working identities. These teachers enact complex and varied roles but develop a ‘leading professional identity’ that can be linked to significant critical events in the past.

Journal Article Type Article
Publication Date Oct 24, 2017
Journal Adults Learning Mathematics
Electronic ISSN 1744-1803
Peer Reviewed Peer Reviewed
Volume 12
Issue 1
APA6 Citation Dalby, D. (2017). The professional identity of mathematics teachers in Further Education
Keywords Professional identities, personal experiences, beliefs, workplace.
Publisher URL http://www.alm-online.net/wp-content/uploads/2017/10/almij_121_october2017.pdf#page=7
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingh.../end_user_agreement.pdf
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