Transforming Teacher Identity: The Influence of Practice-Based Methods in Mathematics Education

• In Event: Designing and Studying Innovations in Preservice Teacher Education

Abstract

This study investigates the impact of rehearsals on the development of professional identities among pre-service elementary mathematics teachers (PSTs). Recognizing that teacher identity significantly influences motivation, self-efficacy, and job satisfaction, this research explores how structured, practice-based teaching experiences shape PSTs' professional identities. Two cohorts from a Master of Arts in Teaching program were studied: one participated in rehearsal-based methods courses, and the other did not. Using quantitative and qualitative data, we compared identity shifts within and between cohorts. Findings indicate that both approaches foster positive identity development, with rehearsals providing a more pronounced improvement in teaching confidence and self-recognition. This study underscores the importance of integrating rehearsals in teacher education programs.
Introduction

Authors

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

• Boran Yu, 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 Y. Hong, University of Arizona