Investigating mathematics teacher identity development: A theoretical consideration

被引：0
|
作者：
Ro, Kirsti [1 ]
机构：
[1] Univ Agder, Kristiansand, Norway
来源：
PROCEEDINGS OF THE NINTH CONFERENCE OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME9) | 2015年
关键词：
Identity; identity development; transition; situated concept images;
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The paper discusses a theoretical framework for investigating the process of becoming a mathematics teacher, based on the need to better understand how mathematics and teaching combine in developing mathematics teacher identities. Identity is understood as a function of participation in and at the boundaries of various communities of practice, during university teacher education and at school. In order to reveal possible relationships between developing teacher identities and the discipline of mathematics, teachers' changing concept images of mathematics are embedded within the definition of identity.
引用
收藏
页码：3234 / 3240
页数：7
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