Developing maths-identities of overseas trained teachers from developing countries: two voices

摘要

This paper reports on teacher-students’ developing mathematics-teacher identities as they participated in a mathematics education module which they took as an option as part of their BEd in-service degree. Multiple qualitative methods have been used to gather data on the 14 teacher-students’ mathematical development, attitudes and reflections on their professional practice over the course of the year. In this paper, in-depth accounts of two of the students’- (one Caribbean and one African) - developing identities as mathematics teachers are presented using socio -cultural, discursive and defended-subject theoretical frameworks for the analysis. The paper exemplifies discourses producing maths teacher identities while simultaneously defending against interrogation of mathematical and pedagogical practices.