A discursive study of the identity of mathematics teachers in posgraduate training

Authors

  • Verónica Molfino Vigo
    Bio
     Departamento de Matemática del Consejo de Formación en Educación, Montevideo, Uruguay.
  • Cristina Ochoviet Filgueiras
    Bio
     Departamento de Matemática del Consejo de Formación en Educación, Montevideo, Uruguay.

DOI:

https://doi.org/10.4151/07189729-Vol.54-Iss.2-Art.365

Keywords:

professional development teacher identity changes in identity.

Abstract

In the context of a postgraduate training course, we identify some aspects that could be affecting Mathematics teachers' identity configuration. From the perspective of Sfard & Prusak (2005a, 2005b) we analyzed the blogs of six teachers written along the course, focusing on aspects that could give information about designated and real identity. We noted that changes in the identity are mainly related to the focus of teachers in their classrooms: learning or mathematical objects. 

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Published

2015-06-29

How to Cite

Molfino Vigo, V., & Ochoviet Filgueiras, C. (2015). A discursive study of the identity of mathematics teachers in posgraduate training. Perspectiva Educacional, 54(2), 74–91. https://doi.org/10.4151/07189729-Vol.54-Iss.2-Art.365

Issue

Vol. 54 No. 2 (2015)

Section

Editorial

License

Copyright (c) 2015 Verónica Molfino Vigo, Cristina Ochoviet Filgueiras

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The authors grant an exclusive licence, without time limit, for the manuscript to be published in the Perspectiva Educacional journal, published by the Pontificia Universidad Católica of Valparaíso (Chile), through the School of Pedagogy.