Professional Documents
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h i g h l i g h t s
This study explores pre-service mathematics teachers narrative positioning.
Reexive and interactive positioning contribute to formation of identity.
Mentor teachers inuence pre-service teachers development of teacher identity.
a r t i c l e i n f o
a b s t r a c t
Article history:
Received 30 November 2015
Received in revised form
2 May 2016
Accepted 9 May 2016
Available online 20 May 2016
Research on identity development in mathematics teacher education has only given limited attention to
narrative processes like indexicality, local occasioning, positioning and categorisation. In this article, we
investigate how two pre-service mathematics teachers position themselves, and how they are positioned
by a mentor teacher in mentoring conversations. Focusing on how pre-service teachers are positioned by
a mentor teacher adds to present research on narrative positioning among pre-service mathematics
teachers, and we argue that an increased focus on reexive and interactive positioning is useful for the
further development of research on identifying narratives in mathematics teacher education.
2016 Elsevier Ltd. All rights reserved.
Keywords:
Identity
Positioning
Mathematics
Teacher education
1. Introduction
This study has a focus on pre-service mathematics teachers
development of professional teacher identity during eld practice
in teacher education. Learning to teach is thus regarded as developing a teacher identity e not only acquiring professional knowledge and skills (Haniford, 2010). An increasing number of studies
investigate this development of professional teacher identity
among becoming teachers (e.g., Brown & McNamara, 2011).
Whereas traditional studies of teacher development often focus on
developing knowledge for teaching, the focus in studies of identity
development is shifted towards the teacher as an agent, and this
often involves more dynamic perspectives of a continuous negotiation of I-positions (Akkerman & Meijer, 2011; Kayi-Aydar, 2015).
Identity is a complex construct, and identity research has been
criticised for not clearly dening it (Beauchamp & Thomas, 2009;
* Corresponding author.
E-mail addresses: reidar.mosvold@uis.no (R. Mosvold), raymond.bjuland@uis.no
(R. Bjuland).
http://dx.doi.org/10.1016/j.tate.2016.05.005
0742-051X/ 2016 Elsevier Ltd. All rights reserved.
91
positioning theory in discursive practices is that individuals position themselves in specic ways, but they also simultaneously position others (Vanassche & Kelchtermans, 2014). By combining
elements from these two theoretical frameworks, we attempt to
illustrate how pre-service mathematics teachers position themselves through reective narratives in eld practice. We have also
included the mentor teachers voice in considering and exploring
his positioning of the two pre-service teachers. According to KayiAydar (2015, p. 102), an exploration of mentor teachers voices
would be helpful in better understanding the social interaction
between interns and mentors, which is important for teacher
identity. Following this author, we suggest that narrative positioning analysis is important in order to understand how preservice teachers identities are constructed in narratives where
they identify themselves to other pre-service teachers, to their
mentor teacher(s), and to themselves.
2.1. A narrative approach to identity
In their review of research on teachers professional identity in
the period 1988e2000, Beijaard et al. (2004) found that the studies
could be divided into three categories: 1) teachers professional
identity formation, 2) the identication of characteristics of
teachers professional identity, and 3) studies in which professional identity was (re)presented by teachers stories (Beijaard
et al., 2004, p. 107). Our study ties in with the third category
where teachers identity is represented by their stories e or, more
precisely, that the identifying stories are their identities.
We follow Sfard and Prusak (2005), who present a framework of
identifying narratives that is inspired by Gees (2001) suggestion to
approach a denition of identity as being recognized as a certain
kind of person, in a given context (Gee, 2001, p. 99). Sfard and
Prusak regard identity as a persons own presentation of (identifying) narratives, and they suggest that identities may be dened
as collections of stories about persons or, more specically, as those
narratives about individuals that are reifying, endorsable, and signicant (Sfard & Prusak, 2005, p. 16). The reifying quality of narratives about individuals afrms repetitiveness of action connected
to some verbs (be, have, can) and adverbs (always, usually, never).
According to Sfard and Prusak (2005, p. 16), an endorsable narrative
is labelled as true when it faithfully reects the state of affairs in
the world. The signicance of narratives is related to the status and
authority of the storyteller, and such narratives are often related to
memberships in various communities.
Sfard and Prusak (2005) dene identity as stories about a person. The stories differ, depending on who the storyteller and the
recipients are. The following distinctions are made:
an identifying story told by the identied person herself.
This story we call As rst-person identity (1st P).
BAA an identifying story told to the identied person. This
story we call As second-person identity (2nd P).
BAC a story about A told by a third party to a third party. This
story we call As third-person identity (3rd P) (Sfard & Prusak,
2005, p. 17).
AAC
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1
The TasS project is supported by the Norwegian Research Council, project
number 212276.
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Table 1
Reective narratives from Sivs pre-lesson mentoring session.
5. Siv: Yes, well actually, I have some questions related to how much they [the
pupils] have learned earlier. Well, where do I have to start actually? Do I have to
start with, what is a fraction? Or is that something they know?
6. Per: They know what a fraction is, but not all of them know that a fraction is a part
of a whole [unit]. They havent understood that yet.
15. Siv: I have thought about showing some examples on the blackboard, similar to
(RP) Asking for help in her preparation, reecting on the pupils background
knowledge about fractions. Positioning as a teacher (in training).
A AC
(IP)
BAA
(RP)
6 , then you can AAC
those [points at page 41 in the textbook]. If you for instance have 10
write it in another way, but what is actually happen to that fraction, you extend it
or you abbreviate it perhaps
16. Per: Yes, thats what you have to try, to make them [the pupils] understand that (IP)
this is actually the same number. Thats the challenge.
BAA
6
Emphasising that equal fractions is a challenge for the pupils, showing that 10
(RP)
A AC
101. Per: And when you give help, then think about how you place yourself, so you (IP)
manage to observe the rest [of the class], otherwise I think this is a good plan [for BAA
the lesson].
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Table 2
Reective narratives from Sivs post-lesson mentoring session.
4. Siv: Yes. Eeh, it went a little fast in the beginning. I spent about half of the time I
actually had planned. Eh, I realised that I was in a hurry, so actually I just
wanted to nish [laugh], and let them [the pupils] start [working]. So I know
actually myself that there were, there were probably many [pupils] who didnt
follow me and thus were prohibited from following, since I just told them to
start working with the tasks. And then it became busy with lots of hands in the
air. But I felt that they asked about different things.
23. Per: Eh, I thought the introduction was very good. You waited until everyone
was ready. 25. Per: That you had the patience to do that, thats not just
27. Per: That was very good. Eh, you were able to put forward the pupils own
denition of fractions.
29. Per: And you revealed what they already knew about it. At that point, most of
them were following you. Eh, when you started with the circles, you asked
questions.
31. Per: and then you gave the pupils time to think, and this is a good thing. To ask
a question and not just let the rst person respond, that is a good character. Eh.
Then you started with the equal fractions, and you started to move along rather
quickly [conrming responses from Siv].
33. Per: Eeh, and you focused on equal values, then the cleverest [pupils]
understand this (are following you).
35. Per: But should you manage to let the rest of the class understand this, then
you cannot just focus on equal values, you have to use a simpler language.
37. Per: That this means that they [these fractions] are the same number.
51. Per: Eh, a bit about your location in the classroom, when they need help.
Particular when you helped her [a particular pupil], then you often stood with
53. Per: your back to the rest of the class. Then you do not manage to see the other
[pupils] who need help.
59. Per: There was one more [pupil] who waited for a long time. But else you
managed to keep an overview, helping them one by one. And you spent a
proper amount of time to explain, so that the pupils understood it when you
talked to them.
67. Per: You are so comfortable in the classroom, the pupils, the pupils are
immediately comfortable in your presence. You show this with your entire
body, and this is important.
68. Siv: Yes, I noticed from last time that I am no longer so nervous when Im up
there. This has improved a little bit.
69. Per: It has improved, yes, I think so. And, it is comfortable to listen to you.
(RP) Critical to her own choices concerning the lesson plan, being in a hurry. In this
self-criticism, she positions herself as a teacher (in training) in relation to the
pupils and the content and tasks in focus.
AAC
(IP)
BAA
(IP)
BAA
(IP)
BAA
(IP)
BAA
Positioning Siv as a teacher who is condent in her interaction with the pupils.
(RP) Responding to Pers comment, conrming and reecting on her experience from
last period of eld practice.
(IP) Conrming that Siv has made progress in the classroom in relation to classroom
management.
BAA
71. Per: Did you manage to check that the pupils learned what you tried to teach? IP) Challenging Siv to reect on the pupils learning of the mathematical topic.
BAA
72. Siv: I think they understood the starting point, there were some tasks in which (RP) Responding to Pers question, bringing in a particular mathematical task in the
they should nd fractions with the same value (e.g. nd two fractions with the AAC conversation, emphasising the pupils wish for a method or algorithm for solving
the tasks.
same value as one fths), They understood it, but they wanted a method for
doing it.
AAC
Table 3
Reective narratives from Martins pre-lesson mentoring session.
2. Martin: I think I will begin with a summing up [from the previous lesson about
multiplication of a whole number with a fraction].
10. Martin: Then I have seen that quite many of them [the pupils] have difculties with
composite numbers.
(RP)
AAC
(RP)
AAC
(RP)
AAC
26. Martin: I think that I begin to show that a third of three fourths (13$34)
is the same as if they see (visualise on a gure) that a third of three fourths is a
multiplication
73. Per: Yes, but thats maybe a sufcient explanation, how will you assess that the (IP)
pupils have understood this?
BAA
76. Martin: Actually, I havent planned this so far, so I dont quite know how to do it. (RP)
AAC
83. Per: The danger is, the danger is that, but thats difcult to nd out. The danger is (IP)
that they [the pupils] just nd a procedural way of doing it.
BAA
84. Martin: Yes, its quite easy to get a procedural understanding of this.
(RP)
AAC
89. Per: When you stand at the blackboard and teach and write, then its important, I (IP)
got some feedback from [Per mentions the name of one of the boys] who said: I BAA
dont see things at the blackboard any longer.
101. Per: No [laugh] no, what I liked about the previous lesson was that, already then, (IP)
you actually introduced that three is the same as three ones [3 3 , often referred to BAA
1
as invisible denominator].
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5. Discussion
4.2.2. Martin e reecting about the lesson
Table 4 shows the most prominent reective narratives (AAC,
BAA) from the post-lesson mentoring session, illustrating reexive
positioning (RP) and interactive positioning (IP). Martin begins this
session by reecting on his teaching.
The reective narratives in Table 4 illustrate Martins reexive
positioning (e.g., 4 and 32) and the mentor teachers interactive
positioning (e.g., 13, 35, and 111), both making comments, illustrating that there were several challenges and difculties for pupils
learning of multiplication of fractions in this particular lesson. The
mentor teachers comments are related to Martins way of presenting and visualising fractions on the blackboard (13), his classroom management (111) and Martins lack of planning and
preparation for the lesson (35 and 139). We learn that Martin is
critical towards his own teaching (4 and 32), and he is willing to
learn from these challenging experiences (140).
As a pre-service teacher who selected mathematics as the major
subject because he liked it, we have through this narrative positioning analysis identied that Martins positioning does not have
the same strong emphasis on the relationship with the pupils as we
observed in Sivs narratives. In the interviews, Martin also expresses uncertainty about his motivation for becoming a teacher
and points to the teaching professions lack of prestige in society.
He describes eld practice as an articial situation, and he prefers
to be alone with the pupils in the classroom e indicating that he
considers this to be a more realistic situation for practicing as a
future teacher. The identifying narratives from the pre-lesson
mentoring session indicate that Martin is concerned about
Table 4
Reective narratives from Martins post-lesson mentoring session.
4. Martin: I made mistakes in relation to what I had planned, what I didnt do
[should have used two different pieces of chalks with different colours on the
gures in order to better illustrate the fractions].
13. Per: When you drew, then you drew [the different parts/squares of the
gures] in different sizes, and then you extended [the gures] when you
needed more parts, like this [shows this on a gure]. And then when you dont
show on the blackboard, that these are equal, then you cannot expect that the
pupils understand it.
32. Martin: Eh, the end [of the lesson]
34. Martin: I spent too much time after the bell rang.
35. Per: Yes, should probably prepared the end [of the lesson] better if you had
time when they worked. Yes, then they could have drawn [the gures] more
properly.
37. Per: Well, and then you are a bit unlucky that it rings in the middle of [your
instruction] then you lose some of [the pupils]. Then they just think of coming
home.
59. Per: When you started your [summing up], when you were doing this, I saw
that you were very stressful.
61. Per: Then you started mumbling in front of the class [laughter], and then
nobody understands what you say, do they? So clarity, clarity.
111. Per: Yes, this lesson was very busy and hectic. Then there were raised hands
most of the time, then its important to have time for, or to actually observe
who, what others do all the time. To keep the control.
139. Per: Yes, one more thing you can consider when you once become [a
teacher], you can then use the smartboard, particularly when you have these
squares to divide [in parts] like this. Then you can prepare in advance, and you
can use the pens for the drawings.
140. Martin: Yes. These are good pieces of advice. Ill do this for the next lesson
(RP) Reecting on his teaching from the previous lesson, self-criticism of how the
gures were presented on the blackboard.
A AC
(IP)
BAA
Paying attention to the way Martin made the drawing of the gure on the
blackboard, emphasising the importance of drawing equal parts/squares in order
to illustrate the multiplication of fraction.
(RP) Commenting and self-criticism of how the lesson ended. Reexive positioning of
own teaching.
A AC
(IP) Conrming the difculties with the end of the lesson.
BAA
(IP)
BAA
(IP)
BAA
(IP)
BAA
Giving practical advice for making the drawings clearer and easier to understand
for pupils, giving advice for classroom management and productivity.
(IP)
A AC
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identity. Bjuland et al. (2012) identied two indicators of positioning in identity development, but we argue that positioning has
signicance that goes beyond the identication of indicators of
identity development. When adopting a discursive perspective in
identity research, the analysis of identifying narratives becomes
important, and positioning is a central process in identifying narratives. One might even argue that positioning is what distinguishes identifying narratives from non-identifying narratives.
Pre-service teachers positioning can be seen as attempts to
make sense of their participation in e and identication of themselves into e the different practices (and discourses) that are
related to the work of teaching mathematics. In our investigation,
we have regarded identity as a dynamic and discursive process that
depends upon the actors positioning in reective narratives. From
the identifying narratives in different contexts, a continuous stream
,
of fragments of a lived autobiography is produced (Davies & Harre
1990). Sfard and Prusak (2005) made a major contribution when
they shifted the focus in identity research to narratives. Through
our analyses, we have tried to show how the focus on positioning e
, 1990;
along with the process of local occasioning (Davies & Harre
De Fina, 2011) e could facilitate more ne-grained analysis of
discursive processes that are contained in identifying narratives.
We suggest that the combination of these theoretical perspectives
thereby provides a useful contribution to research on identity
development in mathematics teacher education.
6. Conclusion
Our study contributes to the eld in different ways. First, it
contributes by emphasising the role of positioning in research that
follows the narrative understanding of identity developed by Sfard
and Prusak (2005). Some studies that adhere to this framework
include the role of positioning (e.g., Bjuland et al., 2012), but our
study takes this another step forward. Second, it contributes by
including a focus on how an individual is positioned by others.
Studies on narrative positioning among pre-service teachers tend
to focus on how pre-service teachers position themselves in relation to others, but not so much on how they are positioned by other
people. The mentor teacher is a signicant other for a pre-service
teacher, and we have focused on how pre-service teachers are
positioned by the mentor teacher. This focus is missing in similar
studies (e.g., Kayi-Aydar, 2015). In addition to this, most studies on
teachers positioning seem to mainly focus on their (reexive)
positioning in interviews (e.g., Sreide, 2006), whereas our study
investigates reexive as well as interactive positioning in an
important type of naturally occurring discourse in teacher education: mentoring conversations in eld practice.
Further studies are called for to investigate these perspectives
across contexts for comparison. Such studies could investigate how
pre-service teachers different narrative positioning e reexive as
well as interactive e relates to other aspects of their development as
teachers. It would also be relevant to expand the focus by including
pre-service teachers positioning inside the classroom context e this
was also called for by Kayi-Aydar (2015) e and investigate the
connections between their narrative positioning in conversations
and their positioning in the classroom context. Studies like this can
illuminate ways in which the combination of narrative and positioning perspectives can allow us to see the process of identity
construction of pre-service teachers more clearly.
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