Exploring How Early-Career Teachers Negotiate Their Mathematics Teaching Identity in Context

• In Event: Reimagining Mathematics Education

Abstract

This paper examines the development of early-career elementary teachers’ mathematics teaching identity as they navigate different school environments. This comparative case study of five novice teachers working in different urban settings who matriculated in the same teacher education program provides insights into the experiences of early-career teachers as they relate to different school contexts and how those institutional contexts shape and are shaped by the work of early-career teachers. By using a framework of mathematics teaching identity as an analytical lens for understanding how teachers engage in processes of identification and negotiability, this study adds nuance to existing research on the experiences of early-career teachers and the role that different school level factors play in identity development.

Author

• Lara Condon, University of Memphis