Exploration of the professional identities of three Mathematics teacher educators through narratives
DOI:
https://doi.org/10.25757/invep.v13i2.362Keywords:
Professional identity, Math teacher trainers, NarrativesAbstract
A study of the identities, understood as collections of stories, of three trainers who acted in 2021 as teachers of teaching practice of mathematics teachers studying a postgraduate program is presented. A theoretical perspective is adopted that understands identity as a discursive activity, that is, collections of a particular type of stories, which are reifying, endorsable and significant. Teachers wrote stories about the trainers they did their teaching practice with as part of a course in the postgraduate program. These stories were presented to three of the trainers who indicated which one they most identified with. Then, stories told by them by email and interview were collected. The analysis of the trainers' responses made it possible to detect aspects of their real and designated identities. In particular, some episodes of stories written about them with whom they did not identify catalyzed, in turn, their own narratives that makeup part of their designated identity. It was also shown that professional identities are linked to the subject taught. Additionally, it was observed that the stories used constitute an appropriate methodological tool to study the identity of the trainer and to promote reflective processes on professional practice. Specifically, it was evidenced that stories in the third person can account for the identity of the subjects, as well as stories in the first person.
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