Mathematics teacher retention and the role of Identity: Sam’s story

dc.creator	Mellony Graven
dc.date	2011-10-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:16:16Z
dc.date.available	2015-07-20T22:16:16Z
dc.identifier	10.4102/pythagoras.v33i3.116
dc.identifier	1012-2346
dc.identifier	2223-7895
dc.identifier	https://doaj.org/article/c73ff108a3e94ba598dc199c9493cacb
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/18352
dc.description	<p>This paper provides a vignette of one teacher’s identity transformation from a temporary teacher of mathematics to a professional mathematics teacher (with a long-term trajectory within the profession) during the course of his participation in an In-Service Education and Training (INSET) program. Thus the paper elaborates, from Wenger’s (1998) social practice perspective, the role of identity (one of Wenger’s four learning components) in teacher learning and teacher retention within the profession.</p><p>The vignette provides textured insight into the way in which Sam’s identity transformation was pivotal in his learning through participation within INSET and other overlapping mathematics education communities. Furthermore, I argue that identity (learning as becoming) was a key component of learning that kept Sam in the profession of mathematics teaching. From Sam’s vignette I argue that positive identity transformation should be one of the most important intended learning outcomes of INSET and as such needs deliberate and focused attention in the design and implementation of teacher education programs. I therefore conclude the paper with some implications of Sam’s vignette for the design of mathematics INSET programs.</p>
dc.language	English
dc.publisher	AOSIS OpenJournals
dc.relation	http://www.pythagoras.org.za/index.php/pythagoras/article/view/116
dc.relation	https://doaj.org/toc/1012-2346
dc.relation	https://doaj.org/toc/2223-7895
dc.rights	CC BY
dc.source	Pythagoras, Vol 33, Iss 3, Pp 2-10 (2011)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.title	Mathematics teacher retention and the role of Identity: Sam’s story
dc.type	article