A Qualitative Case Study: Understanding the Mathematical Identity of Elementary Preservice Teachers

Autor/in	Pavlovich, Meaghan
Titel	A Qualitative Case Study: Understanding the Mathematical Identity of Elementary Preservice Teachers
Quelle	(2019), (198 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Kansas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0855-6090-0
Schlagwörter	Hochschulschrift; Dissertation; Preservice Teachers; Elementary School Teachers; Mathematics Teachers; Females; Professional Identity; Equal Education; Teacher Attitudes; Sex Role; Sex Stereotypes; Access to Education; Educational Quality; Expectation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Weibliches Geschlecht; Lehrerverhalten; Geschlechterrolle; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Expectancy; Erwartung
Abstract	This qualitative case study examined the mathematical identities and perceptions of equity of eight female elementary preservice teachers in their junior year of a teacher preparation program at a Midwestern research university. Within the affective domain, beliefs related to competence, performance, and recognition, along with interest, were identified as the important factors shaping the mathematical identity of the participants. The prominence of these factors and the relationship between them was unique for each participant. Themes were identified through a cross participant analysis. Consistent between all of the factors and all of the participants was the influence of the teacher within the mathematics classroom. Furthermore, the participants' salient identities and experiences that shaped these factors influenced their perceptions related to equity. The participants' perceptions of equity related to gender norms and gender stereotypes, both inside and outside of the mathematics context, were a predominant theme. In addition, within the mathematics context, their perceptions of equity were shaped by their access to a high-quality curriculum, effective teaching and learning, and high expectations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01