Future directions in research on mathematics-related teacher identity
Lutovac, Sonja; Kaasila, Raimo (2017-02-03)
Lutovac, S. & Kaasila, R. Int J of Sci and Math Educ (2018) 16: 759. https://doi.org/10.1007/s10763-017-9796-4
© Ministry of Science and Technology, Taiwan 2017. This is a post-peer-review, pre-copyedit version of an article published in International Journal of Science and Mathematics Education. The final authenticated version is available online at:https://doi.org/10.1007/s10763-017-9796-4.
https://rightsstatements.org/vocab/InC/1.0/
https://urn.fi/URN:NBN:fi-fe2019052817563
Tiivistelmä
Abstract
Mathematics education research has placed great emphasis on teacher identity, examining both pre- and in-service teachers, and within these cohorts, specialised mathematics teachers and non-specialists such as elementary teachers. Extensive research has already been done; hence, this paper discusses possible future directions for research on teacher identity in mathematics education. Among other issues, we highlight that general education research on identity has infrequently informed research on mathematics-related teacher identity. This not only limits the transfer of knowledge but also isolates mathematics education from general education research. We suggest that connecting these lines of research and their findings may not only strengthen mathematics education research and mathematics teaching and learning but also contribute to less isolation within the discipline as a whole.
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