Sonja Lutovac, How failure shapes teacher identities: Pre-service elementary school and mathematics teachers’ narrated possible selves, Teaching and Teacher Education, Volume 94, 2020, 103120, ISSN 0742-051X, https://doi.org/10.1016/j.tate.2020.103120
How failure shapes teacher identities : pre-service elementary school and mathematics teachers’ narrated possible selves
1Department of Educational Sciences and Teacher Education, Faculty of Education, University of Oulu, P.O. Box 2000, 90014, Finland
|Online Access:||PDF Full Text (PDF, 0.3 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2020060841163
|Publish Date:|| 2020-06-08
This study explored pre-service teachers’ possible teacher selves with respect to how they have been shaped by their experiences of math failure. The study contributes to identity research by applying the theory of possible selves and by comparing and contrasting narrated possible teacher selves of pre-service elementary school teachers and pre-service mathematics teachers. Three categories of possible selves were identified: teacher traits and actions, student strategies, and teacher self-development. How possible teacher selves may inform teacher identity development and teacher preparation in the context of teaching mathematics is discussed, as are methodological considerations for examining narrated possible selves.
Teaching and teacher education. An international journal of research and studies
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
This work was supported by the Academy of Finland [Project ID 307672].
|Academy of Finland Grant Number:||
307672 (Academy of Finland Funding decision)
© 2020 The Author. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).