Questioning Our Credibility: An Exploration of the Professional Identity Development of Mathematics Teacher Educators

Dionne Cross Francis, Pavneet Kaur Bharaj, Jinqing Liu, Andrea Phillips, Meredith Park Rogers, Qiu Zhong, Claire Cesljarev and Kemol Lloyd
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Dionne Cross Francis: School of Education, University of North Carolina at Chapel Hill, 100 E Cameron Ave, Chapel Hill, NC 27514, USA
Pavneet Kaur Bharaj: School of Education, University of North Carolina at Chapel Hill, 100 E Cameron Ave, Chapel Hill, NC 27514, USA
Jinqing Liu: College of Engineering & Physical Sciences, University of New Hampshire, 33 Academic Way, Durham, NH 03824, USA
Andrea Phillips: School of Education, Indiana University, 102 N Rose Ave, Bloomington, IN 47405, USA
Meredith Park Rogers: School of Education, Indiana University, 102 N Rose Ave, Bloomington, IN 47405, USA
Qiu Zhong: School of Education, Indiana University, 102 N Rose Ave, Bloomington, IN 47405, USA
Claire Cesljarev: School of Education, Indiana University, 102 N Rose Ave, Bloomington, IN 47405, USA
Kemol Lloyd: School of Education, Indiana University, 102 N Rose Ave, Bloomington, IN 47405, USA

Mathematics, 2021, vol. 10, issue 1, 1-22

Abstract: Preparing future mathematics teacher educators (MTEs) with knowledge that are needed to effectively support pre-service teachers (PSTs) is very important. However, little attention was paid to MTEs’ knowledge development, which is multifaceted and complex. This study investigates successes, challenges, and tensions that four international graduate MTEs and one mathematics teacher educator (TE) experienced in developing their identity as math teacher educators. In total, 20 h of interactive interviews were analyzed by using qualitative methods. Emerging themes include how MTEs establish a sense of credibility and how they feel they are navigating multiple identities. Among the graduate MTEs, credibility was described as having the following: (a) knowledge of and experience teaching in the US education system; (b) experience in teaching using a problem-solving approach; (c) the ability to enact theory in practice. While navigating multiple identities, graduate MTEs recognize their ethnic identities are central and influence their perceptions of self as MTEs, and how they think they are perceived by others. The results highlight the importance of understanding MTEs tensions and challenges and provide “in-the-moment” support along the journey of becoming teacher educators.

Keywords: mathematics teacher educators; professional identity; international graduate students; community of practice; recognition; credibility; third space (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2021
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