University of Oulu

Lutovac, S. & Kaasila, R. Educ Stud Math (2018) 98: 253.

An elementary teacher’s narrative identity work at two points in time two decades apart

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Author: Lutovac, Sonja1; Kaasila, Raimo1
Organizations: 1Faculty of Education, Department of Educational Sciences and Teacher Education, University of Oulu, P.O. Box 2000, FI-90014 Oulu, Finland
Format: article
Version: accepted version
Access: open
Online Access: PDF Full Text (PDF, 0.2 MB)
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Language: English
Published: Springer Nature, 2018
Publish Date: 2019-05-05


The number of studies on how the process of identity work takes place in pre- and in-service teacher training contexts has recently increased. This narrative study contributes to this body of work by examining one elementary teacher’s identity work in the context of teaching mathematics at two points in time—the present, as an experienced teacher, and two decades prior, as a pre-service teacher. As part of our narrative approach, this study introduces a biography-stimulated recall method and exemplifies its use. The findings account for continuity and change in a teacher’s identity over time and broaden understanding of influences on identity in pre- and in-service teaching stages. The central role of crisis in teachers’ identity development, particularly when initiated within teacher education contexts, is highlighted. Methodological considerations in narrative follow-up studies are discussed.

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Series: Educational studies in mathematics
ISSN: 0013-1954
ISSN-E: 0013-1954
ISSN-L: 0013-1954
Volume: 98
Issue: 3
Pages: 253 - 267
DOI: 10.1007/s10649-018-9816-5
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Copyright information: © Springer Science+Business Media B.V., part of Springer Nature 2018. This is a post-peer-review, pre-copyedit version of an article published in Educ Stud Math. The final authenticated version is available online at: