Fostering preservice mathematics teachers' professional identity orientations through noticing practices in a video case-based community

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Tezin Türü: Doktora

Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Türkiye

Tezin Onay Tarihi: 2018

Öğrenci: KÜBRA ÇELİKDEMİR

Danışman: ÇİĞDEM HASER

Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu

Özet:

The aim of this study was to investigate preservice middle school mathematics teachers’ professional identities in a video case-based community. Data were collected from 12 preservice teachers (the community) during the Fall semester of 2015-2016 education year in the school experience course. Six video cases in the area of Geometry and Measurement were discussed for six weeks in the community coordinated by the researcher. Data were collected via individual initial-post interviews, reflection papers, group discussions, evaluation form and researcher’s reflective memos. Teacher identity and noticing frameworks were integrated to analyze what and how preservice teachers noticed of teacher roles and student outcomes as components of teacher identity. The analysis revealed that what preservice teachers noticed related with teacher roles and student outcomes became varied, emphasis to cognitive outcomes was increased and interpretation skills were developed over time. By highlighting multidimensionality of classroom and complexity of teaching mathematics, the community developed a professional vision for teacher roles and student outcomes, and increased their self-awareness. The collective influences of these experiences transformed participants’ noticing practices and identity orientations. Various personal and contextual factors such as expertise in teaching mathematics, willingness to participate group discussions, content of the videos and researcher’s interventions were taken into consideration while interpreting these transformations. Teacher educators and researchers in teacher education might benefit from the findings of the present study to develop preservice teachers’ noticing practices and professional identities. The combined framework used in this study might provide a perspective for the mathematics teacher identity studies.