Abstract
Teachers in a high-stakes accountability context, or a teaching context characterized by public pressure to improve school performance, particularly on standardized exams (e.g., Rinke and Valli, Teachers College Record 112, 645–684, 2010), feel increased accountability pressures from their schools and districts. Accountability pressures such as curriculum standards and large-scale testing push teachers toward instructional practices that are less focused on rigorous mathematics and more focused on skill-based teaching and coverage of content (e.g., Horn, Journal of the Learning Sciences 16, 37–79, 2007). This study of elementary teacher candidates’ (TCs) identities found that teachers experienced various tensions related to how they understood their own positioning when discussing mathematics teaching and practices in the actual socio–political contexts and constraints of schooling, specifically in high-stakes accountability teaching contexts. Analysis indicates a relationship between understandings of their positioning and the related tensions of teaching in high accountability teaching contexts. The implications of this analysis suggest increased attention to teacher identity—specifically as related to mathematics teacher practice, teacher positioning, and the personal tensions that TCs experience when teaching in high accountability contexts—in mathematics teacher education.
This research was completed in the course of a dissertation study conducted under the direction of Professor Ann Ryu Edwards at the University of Maryland.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
All names of participating teacher candidates, students, schools, and counties are pseudonyms.
References
Apple, M. W. (2004). Creating difference: Neo-liberalism, neo-conservatism, and the politics of educational reform. Educational Policy, 18, 12–44.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39, 175–189.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107–128.
Britzman, D. P. (1993). The terrible problem of knowing thyself: Toward a poststructuralist account of teacher identity. Journal of Curriculum Theorizing, 9(3), 23–46.
Britzman, D. P. (2003). Practice makes practice: A critical study of learning to teach. Albany: State University of New York Press.
Brown, T., & McNamara, O. (2005). New teacher identity and regulative government. New York: Springer.
Brown, T., & McNamara, O. (2011). Becoming a mathematics teacher: Identity and identifications. Dordrecht: Springer.
Butler, J. (1999). Gender trouble (2nd ed.). New York: Routledge.
Cochran-Smith, M. (2005). No child left behind: 3 years and counting. Journal of Teacher Education, 56(2), 99–103.
Collopy, R. (2003). Curriculum materials as a professional development tool: How a mathematics textbook affected two teachers’ learning. The Elementary School Journal, 103, 287–311.
D’Ambrosio, B., & Kastberg, S. (2012). Giving reason to prospective mathematics teachers. For the Learning of Mathematics, 32, 22–27.
Davies, B. (2000). Eclipsing the constitutive power of discourse: The writing of Janette Turner Hospital. In E. A. St. Pierre & W. S. Pillow (Eds.), Working in the ruins: Feminist poststructural theory and methods in education (pp. 41–73). New York: Routledge.
Davies, B., & Harre, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behavior, 20, 43–63.
de Freitas, E. (2008). Troubling teacher identity: Preparing mathematics teachers to teach for diversity. Teaching Education, 19, 43–55.
de Freitas, E., & Zolkower, B. (2009). Using social semiotics to prepare mathematics teachers to teach for social justice. Journal of Mathematics Teacher Education, 12, 187–203.
Drake, C. (2006). Turning points: Using teachers’ mathematics life stories to understand the implementation of mathematics education reform. Journal of Mathematics Teacher Education, 9, 579–608.
Ellis, M. (2008). Leaving no child behind yet allowing none too far ahead: Ensuring (in) equity in mathematics education through the science of measurement and instruction. Teachers College Record, 110, 1330–1356.
Ellsworth, E., & Miller, J. L. (1996). Working difference in education. Curriculum Inquiry, 26, 245–263.
Foucault, M. (1980). Power/Knowledge: Selected interviews and other writings, 1972–1977. New York: Pantheon (C. Gordon, Trans).
Fuson, K. C., Kalchman, M., & Bransford, J. D. (2005). Mathematical understanding: An introduction. In M. S. Donovan & J. D. Bransford (Eds.), How students learn: History, mathematics and science in the classroom (pp. 215–256). Washington, DC: National Academies Press.
Gellert, U. (2000). Mathematics instruction in safe space: Prospective elementary teachers’ views of mathematics education. Journal of Mathematics Teacher Education, 3, 251–270.
Horn, I. S. (2007). Fast kids, slow kids, lazy kids: Modeling the mismatch problems in math teachers’ conversations. Journal of the Learning Sciences, 16, 37–79.
Kumashiro, K. K. (2000). Toward a theory of anti-oppressive education. Review of Educational Research, 70, 25–53.
Lattimore, R. (2005). African American students’ perceptions of their preparation for a high-stakes mathematics test. Negro Educational Review, 56, 135–146.
Mauthner, N. S., & Doucet, A. (2003). Reflexive accounts and accounts of reflexivity in qualitative data analysis. Sociology, 37, 413–431.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston: National Council of Teachers of Mathematics.
National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common core state standards: Mathematics. Washington, DC: National Governors Association Center for Best Practices Council of Chief State School Officers. http://www.corestandards.org/assets/CCSSI_MathStandards.pdf.
Olson, M. R., & Craig, C. J. (2009). “Small” stories and meganarratives: Accountability in balance. Teachers College Record, 111, 547–572.
Peressini, D., Borko, H., Romagnano, L., Knuth, E., & Willis, C. (2004). A conceptual framework for learning to teach secondary mathematics: A situative perspective. Educational Studies in Mathematics, 56, 67–96.
Pollock, M., Deckman, S., Mira, M., & Shalaby, C. (2010). “But what can I do?: Three necessary tensions in teaching teachers about race. Journal of Teacher Education, 61, 211–224.
Ponte, J. P., & Chapman, O. (2008). Preservice mathematics teachers’ knowledge and development. In L. D. English (Ed.), Handbook of international research in mathematics education (2nd ed., pp. 223–261). New York: Routledge.
Rinke, C., & Valli, L. (2010). Making adequate yearly progress: Teacher learning in school-based accountability contexts. Teachers College Record, 112, 645–684.
Rodgers, C. R., & Scott, K. H. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed., pp. 732–760). New York: Routledge.
Ronfeldt, M., & Grossman, P. (2008). Becoming a professional: Experimenting with possible selves in professional preparation. Teacher Education Quarterly, 35(3), 41–60.
Sleeter, C. (2008). Preparing white teachers for diverse students. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed., pp. 559–582). New York: Routledge.
Soreide, G. E. (2006). Narrative construction of teacher identity: Positioning and negotiation. Teachers & Teaching, 12, 527–547.
St. Pierre, E. A. (2000). Poststructural feminism in education: An overview. International Journal of Qualitative Studies in Education, 13, 467–515.
Stets, J. E., & Burke, P. J. (2000). Identity theory and social identity theory. Social Psychology Quarterly, 63, 224–237.
Thomas, L., & Beauchamp, C. (2011). Understanding new teachers’ professional identities through metaphor. Teaching and Teacher Education, 27, 762–769.
Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany: State University of New York Press.
Valli, L., Croninger, R., Chambliss, M., Graeber, A., & Buese, D. (2008). Test driven: High stakes accountability in elementary schools. New York: Teachers College Press.
Walshaw, M. (1999). An unlikely alliance: Mathematics education, poststructuralism and potential affirmation. Mathematics Teacher Education and Development, 1(1), 94–105.
Walshaw, M. (2001). A Foucauldian gaze on gender research: What do you do when confronted with the tunnel at the end of the light? Journal for Research in Mathematics Education, 32, 471–492.
Walshaw, M. (2004). Pre-service mathematics teaching in the context of schools: An exploration into the constitution of identity. Journal of Mathematics Teacher Education, 7, 63–86.
Walshaw, M. (2010). Poststructuralism and ethical practice action: Issues of identity and power. Journal for Research in Mathematics Education, 41, 1–19.
Williams, P. (1991). The alchemy of race and rights: Diary of a law professor. Cambridge: Harvard University Press.
Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks: Sage.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Neumayer DePiper, J. (2014). Teacher Identity and Tensions of Teaching Mathematics in High-Stakes Accountability Contexts. In: Lo, JJ., Leatham, K., Van Zoest, L. (eds) Research Trends in Mathematics Teacher Education. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02562-9_8
Download citation
DOI: https://doi.org/10.1007/978-3-319-02562-9_8
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-02561-2
Online ISBN: 978-3-319-02562-9
eBook Packages: Humanities, Social Sciences and LawEducation (R0)