Drawing on Lave and Wenger (1991) this study explores how preservice elementary teachers develop themselves as teachers of mathematics, in particular, from the time of their teacher education courses to their field experiences. This study also researches the critical experiences that contributed to the construction of their identities and their roles as student teachers in their identity development. The stories of Jackie, Meg, and Kerry show that they brought different incoming identities to the teacher education program based on their K-12 school experiences.
Download count: 0
- Mathematics Education
- preservice teacher
- Elementary school teachers--Training of--Case studies.
- Elementary school teachers
- Student teachers--Case studies.
- Student teachers
- Mathematics--Study and teaching (Elementary)--Case studies.
- Identity (Psychology)--Case studies.
- Identity (Psychology)
- Communities of practice--Case studies.
- Communities of practice
- Professional socialization--Case studies.
- Professional socialization
- Mentoring in education--Case studies.
- Mentoring in education
- Partial requirement for: Ph. D., Arizona State University, 2012Note typethesis
- Includes bibliographical references (p. 239-247)Note typebibliography
- Field of study: Curriculum and instruction (Mathematics education)