Negotiating Contexts to Construct an Identity as a Mathematics Teacher

Thomas Hodges and Jo Cady

The Journal of Educational Research, 2012, vol. 105, issue 2, 112-122

Abstract: The authors focused on 1 middle-grades mathematics teacher's identity and her efforts to implement standards-based instructional practices. As professionals, teachers participate in multiple professional communities and must negotiate and manage conflicting agendas. The authors analyze how the contexts of these communities influence the teacher's identity and thus her teaching of mathematics.

Date: 2012
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DOI: 10.1080/00220671.2010.529956

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