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Teacher Identity as a Theoretical Framework for Researching Out-of-Field Teaching Mathematics Teachers

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Book cover Views and Beliefs in Mathematics Education

Abstract

This theoretical essay deals with teacher identity as an approach for studying out-of-field teaching mathematics teachers, i.e. teachers without formal education for teaching mathematics. It thinks about teacher identity as a unifying concept that is able to connect cognitive and affective-motivational perspectives. The connecting framework helps us to explain how out-of-field teaching in mathematics works: teachers’ shortcomings in cognitive domains are indirectly compensated due to the prioritization-function of affective-motivational realms. Furthermore, other advantages of the identity approach are stated by referring to characteristics of identity concepts that can be found in literature. Finally, our conclusion leads to recommendations for designing in-service training programs for these teachers.

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Author information

Authors and Affiliations

  1. Faculty of Mathematics, University of Duisburg-Essen, Essen, Germany

    Marc Bosse

  2. Faculty of Mathematics, University of Duisburg-Essen, Duisburg, Germany

    Günter Törner

Authors
  1. Marc Bosse
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  2. Günter Törner
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Corresponding author

Correspondence to Marc Bosse .

Editor information

Editors and Affiliations

  1. University of Education Freiburg Pädagogische Hochschule Freiburg, Institut für Mathematische Bildung, Freiburg, Germany

    Carola Bernack-Schüler

  2. University of Education Freiburg Pädagogische Hochschule Freiburg, Institut für Mathematische Bildung, Freiburg, Germany

    Ralf Erens

  3. University of Education Freiburg Pädagogische Hochschule Freiburg, Institut für Mathematische Bildung, Freiburg, Germany

    Timo Leuders

  4. FB 10/ Didaktik der Mathematik, Universität Kassel, Kassel, Germany

    Andreas Eichler

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Bosse, M., Törner, G. (2015). Teacher Identity as a Theoretical Framework for Researching Out-of-Field Teaching Mathematics Teachers. In: Bernack-Schüler, C., Erens, R., Leuders, T., Eichler, A. (eds) Views and Beliefs in Mathematics Education. Freiburger Empirische Forschung in der Mathematikdidaktik. Springer Spektrum, Wiesbaden. https://doi.org/10.1007/978-3-658-09614-4_1

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