Mathematics teachers negotiating identity in practice
Bibliographic Data
| ID | 21688964 |
|---|---|
| Authors | Julie Ballantyne (0000-0003-1818-2220, The University of Queensland), Peter Grootenboer (0000-0003-4996-9288, Griffith University, corresponding author) |
| Year | 2026 |
| Pages | 1-16 |
| Publication date | 2026-06-11 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teachers and Teaching (JOURNAL) |
| Journal identifiers | ISSN: 1354-0602 • E-ISSN: 1470-1278 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13540602.2026.2686951 |
| OpenAlex | W7164381732 |
| Language | EN |
| References cited | 25 |
In trying to understand the relationship between how teachers enact their pedagogy, and their professional identity, a praxis lens is employed to explore and explain mathematics teachers’ identities. In this article, we examine the findings from our study that related to their professional and discipline-based identities, and how these are negotiated in teachers’ classroom practices. We initially present an overview of some of the relevant literature on identity and praxis. Then, after outlining the details of the empirical study, we present the data and highlight exemplars of particular interest. In concluding the article, we return to the concept of praxis to discuss mathematics teaching and the identity of mathematics teachers
Identity negotiation · Negotiation · Qualitative research · Semi-structured interview · Teaching method · Innovative Education and Learning Practices · Mathematics Education and Programs · Mathematics Education and Teaching Techniques
Thinking as Communicating
Changing Practices, Changing Education
Identity, well‐being and effectiveness
Teachers’ perceptions of professional identity
Contexts which shape and reshape new teachers’ identities
Middle leaders' identity–practice framings
Stimulated recall
Telling Identities
Cognition in Practice
The Mangle of Practice
| Highly cited | No |
|---|