Examining Fluctuations in Elementary Teachers’ Mathematics Teacher Identities Through Participation in Instructional Coaching

• In Event: Math Coaching, Teacher Leadership, and Development of Math Teachers

Abstract

Teacher identity significantly shapes how they enact their role in the classroom. Having a strong mathematics teacher identity aligns with self-efficacy and enthusiasm for teaching math, and effectiveness in the classroom. We explored Ghanian teachers’ math teacher identity development across participation in instructional coaching. We foreground the case of one teacher, Corey, to understand shifts in mathematics teacher identity, influential factors on identity development and identity tensions, and the role instructional coaching can play in identity development and resolving tensions. Findings support the notion that teachers’ identity development trajectories are unique to the teacher. Additionally, the factors that inform their perceptions of themselves as math teachers align with Carlone and Johnson’s (2007) tri-partite identity conception involving competence, performance, and recognition.

Authors

• Dionne Cross Francis, University of North Carolina - Chapel Hill

• Pavneet Kaur Bharaj, California State University - Long Beach

• Anna Gustaveson, University of North Carolina - Chapel Hill

• Kathryn Habib, University of North Carolina - Chapel Hill

• Ji Hong

• Boran Yu, University of North Carolina - Chapel Hill

• Anna Hinden, University of North Carolina - Chapel Hill