Researching mathematics teacher identity: A theoretical consideration

Abstract

The chapter discusses trends of theoretical perspectives taken in research on mathematics teacher identity and points at challenges and possible future directions for the research field. The discussion is structured along two main theoretical traditions, stemming from psychology and the work of Erikson (identity as acquisition) and sociology and the work of Mead (identity as action), respectively. Addressing emerging issues from this discussion, a theoretical framework for studying secondary school mathematics teacher identities is presented. The framework adopts a sociological perspective in line with Mead, however, using terminology not initially being compatible with perceiving identity as action. I argue that the framework enables treating teachers as active participants, who negotiate their experiences from participation in communities of practice and create images of their being and becoming as mathematics teachers. Accordingly, there is potential within the Meadian tradition to move beyond essentialist perspectives while simultaneously providing a mathematical profile to mathematics teachers’ identities.