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Transformation of preservice mathematics teachers' teacher identity orientations through a video club

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Abstract

Research in mathematics education has placed significant emphasis on teacher identity, particularly during teacher education, since it plays a critical role in shaping the identity of preservice teachers with regard to teaching mathematics. However, as teacher identity is context dependent, it is essential to study preservice teachers' identities in various contexts to develop expertise in mathematics teacher education. This study explored the transformation of preservice mathematics teachers’ (PMTs) teacher identity orientations after participating in a video club. Concentrating on task perceptions as the indicator of teacher identity, the change in the teacher roles that PMTs would like to adopt in the future and the student outcomes they associated with these roles were investigated. The analysis of teacher identity orientations before and after participating in the video club revealed that PMTs’ teacher identity orientations were transformed by their participation because the video club increased their self-awareness and understanding of the complexity of teaching mathematics. The most noticeable transformation was observed in the didactical roles and their associated outcomes. These roles were transformed from being a didactical expert aiming to develop students’ affective outcomes to being a didactical expert who prioritizes students’ cognitions. Although PMTs’ expertise in teaching mathematics and the content of the video cases limited their orientations, the video club can simulate alternative experiences for teacher education programs aiming to support PMTs’ teacher identity orientations.

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Authors and Affiliations

  1. TED University, Ankara, Türkiye

    Kübra Çelikdemir

  2. University of Turku, Rauma, Finland

    Çiğdem Haser

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  1. Kübra Çelikdemir
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  2. Çiğdem Haser
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Correspondence to Kübra Çelikdemir.

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This article is taken from the corresponding author’s doctoral dissertation, Fostering Preservice Mathematics Teachers' Professional Identity Orientations Through Noticing Practices in a Video Case-Based Community.

Appendices

Appendix 1: Descriptions of the video cases chosen for the study

Week; grade level; content; context

(1) 5th grade; Geometric shapes & solids: There were 12 students and the lesson was conducted in the schoolyard. The lesson aimed to compare the properties of geometric shapes and figures. The teacher prepared a tent and there were different items representing geometric shapes and figures inside the tent. Two students were involved in the activity; one got inside the tent and chose one of the items, and the other asked a maximum of four questions about the properties of the item and made predictions. The rest of the students watched. This process was repeated four times with eight students. The teacher guided the process

(2) 5th grade; Polygons: There were 15 students in the class sitting at the U-shaped desks. The lesson aimed to comprehend what a polygon was. The teacher used several materials to teach polygons and even a robot that he created. The robot’s only function was saying the definition of a polygon. Students constructed different polygons with crayons as an exercise

(3) 6th grade; Measuring liquids: There was a traditional seating arrangement (rows/columns) with almost 25 students. The lesson aimed to measure liquids and understand unit conservation (l ml). There was a role-playing activity with four students where a real-world problem was stimulated. One of the students was solving the problem on the board by listening to the students’ explanations in the activity. The rest of the students sat at the back and watched what the students in the activity were doing. The teacher did not interfere with the activity much as the students were doing what they were expected to do. After the problem was solved, the teacher showed the liquids that she had brought to class such as shampoo, yogurt drink, and toothpaste, and told the exact measures of those products

(4) 5th grade; Circle: There was a traditional seating arrangement (rows/columns) with almost 20 students. The lesson aimed to explore the properties of a circle. The teacher entered the class with a hula hoop and asked students the name of the shape. Then, students constructed different circles by representing the points on the circle and the center of the circle. The teacher asked questions to guide students in discovering the properties of a circle

(5) 7th grade; Transformation geometry: Reflection: There were eight students in the class. The lesson aimed to explore the basic properties of reflections. The lesson started with an activity in which the eight students were paired. One student represented an object and the other one represented the image of that object in an imaginary mirror in each pair. Students in the image role tried to do the same things that the student in the object role did. The lesson continued with another activity where students were grouped in two and sat face to face. They used symmetry mirrors, grid paper, and pattern blocks as materials, and drew the reflection of the block that they had chosen

(6) 7th grade; Angles in a circle: There was a U-shaped seating arrangement with almost 20 students. The lesson aimed to explore the central angles and inscribed angles. The teacher drew central and inscribed angles on the boards and measured the angles by using protractors. She asked why and how questions to guide the students in understanding the relationship between the angles and the arcs of the circle. Then, she described the material that she prepared as a big circular area on which every 1 degree was drawn. She put the material on the floor of the class and called 12 students to represent the equal arc of the circle. One of the students explained that each of them represented a 30-degree arc of the circle

Appendix 2: Illustrative questions from the initial interview and post-interview protocols

Protocols

Sample questions

Initial interviews

Who do you think a mathematics teacher is?

 What are the responsibilities or roles of a mathematics teacher? Why?

 What should a mathematics teacher know? Why?

 What should a mathematics teacher be able to do? Why?

When you enter the profession, what kind of mathematics teacher do you want to become?

 What will be your main goals in teaching mathematics?

 What will be your responsibilities inside and outside of the classroom to achieve those goals?

Post-interviews

What do you make of the videos we watched and discussed?

 Which video did you like the most? What factors do you think have influenced your evaluation? When you enter the profession, do you want to teach like the teacher in that video?

 Which video did you like the least? What factors do you think influenced your evaluation? What will you do in your lessons to eliminate the weaknesses in that video?

Could you compare the teacher(s) in the video(s) to you as a future mathematics teacher? You can identify a specific teacher if you want

 What are the similarities and differences?

What did you learn about yourself as a future mathematics teacher during the video club?

What do you make of your experiences (watching videos, writing reflection papers, or participating group discussions) in the video club?

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Çelikdemir, K., Haser, Ç. Transformation of preservice mathematics teachers' teacher identity orientations through a video club. J Math Teacher Educ (2023). https://doi.org/10.1007/s10857-023-09585-4

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