Contextualizing the identity development of preservice elementary mathematics teachers in methods courses and mentor teacher support

Abstract

Drawing on a situative perspective, this study explores how preservice elementary teachers develop themselves as teachers of mathematics and the critical experiences of identity development, in particular, from the time of their teacher education courses to their student teaching experiences. Through two case studies, this study reveals that mentor relationships were critical experiences in shaping preservice teachers’ identities as mathematics teachers and in building their initial mathematics teaching practices. Findings suggest that successful mentoring is necessary, and this generally requires sharing common goals, receiving feedback, and having opportunities to practice knowledge, skills, and identities on the part of beginning teachers. This study adds to the field of teacher education research by focusing on prospective teachers’ identity constructions in relation to the communities of practice, and also by emphasizing the role of mentors in preservice teachers' identity development.