First- and third-person mathematics-related teacher identity: capturing the learning pathway of an out-of-field teacher of mathematics acquiring mathematics teacher certification.
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| Title: | First- and third-person mathematics-related teacher identity: capturing the learning pathway of an out-of-field teacher of mathematics acquiring mathematics teacher certification. |
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| Authors: | Quirke, Stephen1 (AUTHOR) Stephen.Quirke@universityofgalway.ie, O'Meara, Niamh2 (AUTHOR) Niamh.OMeara@ul.ie, Goos, Merrilyn3 (AUTHOR) mgoos@usc.edu.au, Conway, Paul2 (AUTHOR) Paul.Conway@ul.ie |
| Source: | Journal of Mathematics Teacher Education. Apr2026, Vol. 29 Issue 2, p345-378. 34p. |
| Subject Terms: | *Teacher certification, *Teacher education, *Teacher role, *Qualitative research, *Professional employee training, *Mathematics education, Sociolinguistics |
| Abstract: | This study captures the teacher learning, understood as identity change, of John, an experienced out-of-field [OOF] teacher of mathematics undertaking a national professional development program, the Professional Diploma in Mathematics for Teaching [PDMT]. This research draws on the commognitive framework to document John's first-person mathematics-related teacher identity—a collection of stories told by John to a third party about being a mathematics teacher, and John's third-person mathematics-related teacher identity, a collection of stories told by the researcher about John's teaching practices. Data, in the form of interviews and lesson video and audio recordings, were collected over a 17 month period to elicit John's learning pathway while he participated in the PDMT. Sociolinguistic tools and thematic analysis elicited the endorsed narratives that shaped how John viewed himself as a mathematics teacher and his mathematics teaching practices and enabled the researcher to recognise consistencies and changes in John's mathematics teaching practices across the different timepoints. This methodological approach uncovered unanticipated outcomes of the PDMT that may inform the design of future professional development programs for OOF teachers of mathematics. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192925185 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: First- and third-person mathematics-related teacher identity: capturing the learning pathway of an out-of-field teacher of mathematics acquiring mathematics teacher certification. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Quirke%2C+Stephen%22">Quirke, Stephen</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Stephen.Quirke@universityofgalway.ie</i><br /><searchLink fieldCode="AR" term="%22O'Meara%2C+Niamh%22">O'Meara, Niamh</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> Niamh.OMeara@ul.ie</i><br /><searchLink fieldCode="AR" term="%22Goos%2C+Merrilyn%22">Goos, Merrilyn</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> mgoos@usc.edu.au</i><br /><searchLink fieldCode="AR" term="%22Conway%2C+Paul%22">Conway, Paul</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> Paul.Conway@ul.ie</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Mathematics+Teacher+Education%22">Journal of Mathematics Teacher Education</searchLink>. Apr2026, Vol. 29 Issue 2, p345-378. 34p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+certification%22">Teacher certification</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+role%22">Teacher role</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br /><searchLink fieldCode="DE" term="%22Sociolinguistics%22">Sociolinguistics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study captures the teacher learning, understood as identity change, of John, an experienced out-of-field [OOF] teacher of mathematics undertaking a national professional development program, the Professional Diploma in Mathematics for Teaching [PDMT]. This research draws on the commognitive framework to document John's first-person mathematics-related teacher identity—a collection of stories told by John to a third party about being a mathematics teacher, and John's third-person mathematics-related teacher identity, a collection of stories told by the researcher about John's teaching practices. Data, in the form of interviews and lesson video and audio recordings, were collected over a 17 month period to elicit John's learning pathway while he participated in the PDMT. Sociolinguistic tools and thematic analysis elicited the endorsed narratives that shaped how John viewed himself as a mathematics teacher and his mathematics teaching practices and enabled the researcher to recognise consistencies and changes in John's mathematics teaching practices across the different timepoints. This methodological approach uncovered unanticipated outcomes of the PDMT that may inform the design of future professional development programs for OOF teachers of mathematics. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10857-024-09672-0 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 34 StartPage: 345 Subjects: – SubjectFull: Teacher certification Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Teacher role Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Professional employee training Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Sociolinguistics Type: general Titles: – TitleFull: First- and third-person mathematics-related teacher identity: capturing the learning pathway of an out-of-field teacher of mathematics acquiring mathematics teacher certification. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Quirke, Stephen – PersonEntity: Name: NameFull: O'Meara, Niamh – PersonEntity: Name: NameFull: Goos, Merrilyn – PersonEntity: Name: NameFull: Conway, Paul IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 13864416 Numbering: – Type: volume Value: 29 – Type: issue Value: 2 Titles: – TitleFull: Journal of Mathematics Teacher Education Type: main |
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