hkr.sePublications
5678910118 of 16
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Prospective mathematics teachers’ self-referential metaphors as indicators of the emerging professional identity
Finland.
Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Norge. (LISMA)
2019 (English)In: International Journal on Math, Science and Technology Education, Vol. 7, no 2, p. 97-110Article in journal (Refereed) Published
Abstract [en]

Ideals play a key role in a student teachers’ identity work. They form targets to strive for and a mirror for reflection. In this paper, we examine Finnish mathematics student teachers’ metaphors for the teacher’s role (N=188). We classified the metaphors according to a model that identified teachers as subject matter experts, didactical experts, and pedagogical experts, with the addition of another two categories, self-referential and contextual. For the exploration of emerging professional identities, we studied the self-referential metaphors, which formed the most common category in the data. We observed that every third metaphor described either student teachers’ personalities or their incompleteness as teachers, or new beginnings or eras. Although these aspects were expected, they also inform us as teacher educators of the values and ideals that student teachers have in terms of teaching and being a teacher. The metaphors that mathematics student teachers produced illustrated their identity processes and their emerging identity as a mathematics teacher.

Place, publisher, year, edition, pages
2019. Vol. 7, no 2, p. 97-110
Keywords [en]
metaphors, teacher’s role, student teachers, mathematics education
National Category
Didactics
Identifiers
URN: urn:nbn:se:hkr:diva-20084DOI: 10.31129/OAI: oai:DiVA.org:hkr-20084DiVA, id: diva2:1368118
Available from: 2019-11-06 Created: 2019-11-06 Last updated: 2019-11-06Bibliographically approved

Open Access in DiVA

fulltext(283 kB)3 downloads
File information
File name FULLTEXT01.pdfFile size 283 kBChecksum SHA-512
c3dcbaf08c9986e74e23333cdfedc9ba4bb421eb0e753433a6fd4a2c9ea6d62c2da51639d567b38f54a6753752e77bc4b9bcfb78829d34c73f45509eb1b7fbd1
Type fulltextMimetype application/pdf

Other links

Publisher's full text

Authority records BETA

Grevholm, Barbro

Search in DiVA

By author/editor
Grevholm, Barbro
By organisation
Research environment Learning in Science and Mathematics (LISMA)
Didactics

Search outside of DiVA

GoogleGoogle Scholar
Total: 3 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 3 hits
5678910118 of 16
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf