Module 1 Homepage
Toolkit
MindMap
Welcome
Start
Introduction
Topics Overview
Learning Outcomes
Topic 2
Topic 3
Topic 1
Quiz
Wrap up
Activity
Module 1
Understanding Identity Development
Welcome!
+ Explore Navigation
Start Module
Welcome to an interactive trivia challenge designed to activate your prior knowledge about identity, teacher identity, and professional agency in mathematics education!
- Click on the + button to reveal each question.
- Choose the best answer from the three multiple-choice options, and see how much you already know before diving into the course!
- If your answer is incorrect, you have the opportunity to try again.
Mind Map trivia
What are communities of practice in teaching?
What is identity?
What is an identity crisis?
What shapes mathematics teacher identity?
What is mathematics teacher agency?
What is teacher identity?
What is mathematics teacher identity?
Next
Module 1 Learning Objectives
Understanding Identity Development
By the end of this module, you will be able to:
Define and explain the concept of teacher identity and its role in shaping teaching practices, particularly in mathematics education.
Apply the concepts of 'Identification' and 'Negotiation' to reflect on your professional growth.
Next
Introduction
Explore your mathematics teacher identity by reflecting on how the following scenarios relate to your journey.
What defines you as a maths teacher?
Your teacher identity is shaped by challenges, expectations, and experiences. Each scenario presents a common challenge related to teacher identity. Reflect on the questions provided and consider how you would respond. Click on each scenario to learn more.
+Scenario 3
+Scenario 2
+ Scenario 1
Next
Resources!
Toolkit Available Upon Completion!
At the end of this module, you’ll have access to a comprehensive toolkit designed to support your continued growth and development.
The toolkit will include: 1. Practice Resources 2. Further Study Opportunities
Next
Welcome to Module 1
Click on each topic to explore more.
Topic 1
Identity and Identity Crisis
Topic 2
Mathematics Teacher Identity(MTI)
Topic 3
Identification and Negotiation
Topic 1: Identity and Identity Crisis
Teachers' professional identity is essential for effective teaching. Many educators struggle to define their roles, leading to confusion in their practice.
This uncertainty affects both teachers and student learning. By solidifying their professional identity, teachers can align their beliefs with their practices, creating a better learning environment.
We will explore key concepts of identity formation:
1- What is identity?
2- What is identity crisis?
3- What are the key theories on identity formation?
Don't miss out! Click each + button to explore these insights and empower your teaching journey.
Identity
identity crisis
key theories
Next
Activity: Drag and Drop
Decision Pathways: Balancing Identity and Expectations
Pathway 2 Stay True
Pathway 1 Conform
EMMA Navigating the Social Expectations Dilemma
Emma, a new maths teacher, prefers collaborative learning, but her school expects traditional lecture-style teaching. She feels pressured to conform. Emma is experiencing an identity crisis as she struggles to align her teaching philosophy with the school’s expectations. Influenced by social norms and the desire to fit in, she contemplates whether to adapt or stay true to her beliefs. Drawing on Erikson’s theory, Emma realises that this crisis is an opportunity to redefine her teaching identity. To help Emma make a decision, drag and drop the appropriate items into the two decision pathways on the right.
1. Incorporate more lecture-based teaching to align with school norms.
4. Fully adopt traditional teaching to match colleagues’ practices.
2. Blend collaborative and traditional methods to create a balanced approach
5. Present evidence of how collaborative learning improves student engagement.
6. Seek peer support to maintain collaborative methods while integrating some structure.
3. Communicate with the department head about combining methods.
check
Next
Drag me
Quiz: Teacher Identity and Identity Crisis
Welcome to the True or False Quiz! In this assessment, you will test your understanding of teacher identity and identity crisis.
Question 2
Question 1
Question 3
Identity Crisis
Teacher Identity
Balancing Identity and Expectations
Next
Topic 2: Mathematics Teacher Identity
Mathematics teacher identity (MTI) is a dynamic, evolving construct shaped by beliefs, experiences, and socio-cultural contexts, influencing how teachers perceive their roles and teach. Understanding MTI is essential in navigating the challenges of modern mathematics education. In this exploration, we will dive into the heart of MTI, uncovering the profound ways it shapes teaching practices and professional growth. We will explore key concepts about MTI: 1. What is Teacher Identity? 2. What is Mathematics Teacher Identity (MTI)? 3. How are MTI and Agency Related? Don't miss out! Click each + button to explore these insights and empower your teaching journey.
teacher identity
Mathematics teacher identity (MTI)
MTI and agency
Next
Activity: Drag and Drop
Decision Pathways: Balancing Identity and Teaching Beliefs
Pathway 2
Pathway 1
Continue with Inquiry-Based Learning
Shift to Structured Instruction
ALEX The Confident Yet Doubtful Teacher
Alex, a passionate mathematics teacher, is enthusiastic about using inquiry-based learning to promote critical thinking and problem-solving skills. However, after a lesson where students seemed confused and frustrated, Alex feels uncertain. They begin to question whether structured instruction might be more effective. To help Alex make a decision, drag and drop the appropriate items into the two decision pathways on the right.
1. Seek feedback from students on inquiry learning.
4. Analyse student outcomes for learning effectiveness.
2. Reflect on personal beliefs about teaching methods.
5. Blend structured and inquiry-based teaching approaches.
3. Consult experienced colleagues for practical insights.
6. Attend professional development for inquiry-based strategies.
check
Next
Drag me
Quiz: Mathematics Teacher Identity
Welcome to the True or False Quiz! In this assessment, you will test your understanding of mathematics teacher identity concept.
Question 2
Question 1
Question 3
Mathematics Teacher Identity (MTI)
Teacher Identity
Mathematics Teacher Identity and Agency
Next
Topic 3: Identification and Negotiation
Mathematics Teacher Identity (MTI) is an evolving narrative influenced by teachers' self-perception and roles in communities of practice. These dynamic spaces foster shared practices and professional identities, highlighting two key processes: identification and negotiation.
Examining MTI within these communities offers insights into professional growth.
We will explore key concepts about MTI in communities of practice by:
1. What are Communities of Practice?
2. What is the role of identification in MTI Development?
3. What is the role of negotiation in MTI Development?
Click on each + button to learn more!
communities of practice
identification
negotiation
Next
Activity: Drag and Drop
Decision Pathways: MTI and Communities of Practice
Pathway 2
Pathway 1
Follow Mentor’s Teaching Style
Develop Unique Teaching Style
JAMAL Navigating The Mentor Influence
Jamal, an experienced mathematics teacher, has always admired his mentor’s strict yet effective teaching methods. However, Jamal prefers a more interactive and fun approach to teaching math, where students actively participate and enjoy learning. Now, Jamal is faced with a decision: Should he follow in his mentor’s footsteps and adopt a strict, disciplined teaching style, or should he embrace his own unique, engaging approach to mathematics instruction? Help Jamal make a decision by dragging and dropping the appropriate items into the two pathways on the right.
1. Observe mentor’s lessons for strict teaching strategies.
4. Experiment with student-centred problem-solving activities.
2. Integrate interactive math games and activities regularly.
5. Reflect on personal teaching beliefs and preferences.
3. Seek feedback on strict discipline from students.
6. Balance strict routines with creative learning experiences.
check
Next
Drag me
Quiz: MTI development in Communities of Practice (CoPs)
Welcome to the True or False Quiz! In this assessment, you will test your understanding of the role of CoPs in MTI development.
Question 2
Question 1
Question 3
Identification Process
Communities of Practice (CoPs)
Negotiation Process
Next
REFLECTIVE ACTIVITY
DEFINING YOUR MATHEMATICS TEACHER IDENTITY!
REFLECT ON YOUR MTI!
- MTI is dynamic and constantly evolving.
- Shaped by beliefs, practices, and experiences.
- Influenced by communities of practice (CoPs).
- Reflecting on MTI deepens self-understanding.
- Beliefs impact teaching practices.
- MTI shapes how you handle professional challenges.
+activity WORKSHEET
Next
Quiz Time!
You’ve completed module 1—great job! Now it’s time to put your knowledge to the test with a quick quiz. Get ready to answer 5 multiple choice questions and see how much you’ve learned! Click "Start Quiz" to begin.
Start
Question 1/5
Please select the correct answer and then click the send button. If you choose the wrong answer, you can try again!
Next
Question 2/5
Please select the correct answer and then click the send button. If you choose the wrong answer, you can try again!
Next
Question 3/5
Please select the correct answer and then click the send button. If you choose the wrong answer, you can try again!
Next
Question 4/5
Please select the correct answer and then click the send button. If you choose the wrong answer, you can try again!
Next
Question 5/5
Please select the correct answer and then click the send button. If you choose the wrong answer, you can try again!
Next
Wrap Up
🎉 Congratulations on Finishing Module 1! 🎉
Click the button below to review the key points from this module.
Click below to start Module 2 and explore the factors shaping your Mathematics Teacher Identity and professional growth!
Click the button below to access your toolkit.
Go to Module 2!
Key takeaways
Toolkit
Please click on each card to gain a deeper understanding of the concept of MTI.
Beliefs about mathematics, pedagogy, and social context guide teaching practices, influencing how mathematics teachers construct and adapt their professional identities.
MTI evolves through social interactions, professional roles, and teachers' beliefs about math teaching and learning, continuously shaped by socio-cultural contexts and personal experiences.
MTI is a dynamic construct shaped by beliefs, experiences, and social context, reflecting how mathematics teachers view their roles and interact with the mathematics community.
What is Mathematics Teacher Identity (MTI)?
How is MTI formed and developed?
What role do beliefs play in MTI?
Please click on each card to gain further insights into the relationship between MTI and Agency.
Reduced agency limits teachers' decision-making power, hindering their ability to develop a resilient MTI, yet agency is never entirely eradicated, allowing some adaptability.
"Stepping up" involves proactive engagement beyond duties, while "pushing back" resists conflicting policies, reflecting teachers' agency to adapt and assert professional beliefs.
MTI and agency are interconnected, as teachers shape their identities by making choices within social, cultural, and educational boundaries, reflecting their resilience and adaptability.
What are the types of agency in MTI?
How does reduced agency affect MTI?
What is the relationship between MTI and agency?
Please click on each card to gain further insights into the key theories.
Erikson (1959) conceptualised identity as an individual’s response to questions of who they are within their cultural and social group(s) integral to their society. He proposed that identity formation is a lifelong process that is shaped by a series of psychosocial crises. He argued that each crisis is an opportunity for individuals to develop new skills and abilities, and to make choices about their values and goals.
Mead (1934) suggested that identity is constructed through social interactions and the meanings assigned to these interactions. He contends that this process involves two key components: The ‘I’, representing the spontaneous and autonomous part of the self, and The ‘Me’, representing the socially constructed part of the self. The ‘Me’ develops through interactions with others and through societal norms and expectations.
While Erikson’s concept of identity focused on resolving conflicts and crisis across various stages of development, Mead’s idea of identity highlighted the importance of social interactions and the internalisation of societal roles and expectations. Mead’s and Erikson’s conceptualisations provide complementary perspectives on identity formation.
Erikson’s Psychosocial Identity Theory (1959)
Mead Vs Erikson
Mead’s Social Identity Theory (1934)
How to navigate this course
- Use these arrows to navigate to the next or previous page.
- You can also use this button to navigate to the next page
Next
- Use this button to go back to the homepage
- Use this button to navigate to the Topics Overview section.
- Click on any + button to view more information.
Please click on each card to gain a deeper understanding of the concept of teacher identity.
Teacher identity is an evolving concept shaped by beliefs, experiences, and interactions within educational and socio-cultural contexts, reflecting how teachers perceive their roles and professional selves.
Beliefs shape teacher identity by influencing perceptions, decision-making, and instructional practices, continually contributing to the development and adaptation of their professional selves.
Teacher identity evolves with professional growth, shaped by personal beliefs and ongoing interactions, reflecting an integrated professional self through career stages.
How does teacher identity relate to professional development?
How do beliefs influence teacher identity?
What is teacher identity and how is it formed?
Click on + button to learn more about the impact of each pathway on Emma's identity
Emma
PAthway 1
PAthway 2
Pathway 2
Pathway 1
2. Blend collaborative and traditional methods to create a balanced approach
1. Incorporate more lecture-based teaching to align with school norms.
3. Communicate with the department head about combining methods.
4. Fully adopt traditional teaching to match colleagues’ practices.
5. Present evidence of how collaborative learning improves student engagement.
Outcome
Outcome
6. Seek peer support to maintain collaborative methods while integrating some structure.
Answers
Scenario 1
The Confident Yet Doubtful Teacher
A mathematics teacher, Alex, is excited about using inquiry-based learning. However, after a lesson filled with student confusion, they wonder if structured instruction is better. Reflective Questions:
Click on + button to learn more about the impact of each pathway on Jamal's identity
Jamal
PAthway 1
PAthway 2
Pathway 2
Pathway 1
1. Observe mentor’s lessons for strict teaching strategies.
2. Integrate interactive math games and activities regularly.
4. Experiment with student-centred problem-solving activities.
3. Seek feedback on strict discipline from students.
Outcome
Outcome
5. Reflect on personal teaching beliefs and preferences.
6. Balance strict routines with creative learning experiences.
Answers
Key Takeaways
1. Dynamic Nature of MTI:MTI is not a fixed identity but an evolving construct shaped by beliefs, experiences, and social interactions within communities of practice.2. Communities of Practice (CoPs):CoPs play a crucial role in shaping MTI by fostering collaboration, sharing practices, and allowing teachers to reflect on their teaching identity. 3. Identification and Negotiation:The process of identification involves aligning with practices and groups, while negotiation allows teachers to influence and adapt practices to fit their beliefs and contexts. 4. Multi-Membership and Identity Complexity:Engaging in multiple CoPs enables teachers to develop a multifaceted professional identity, allowing them to draw on diverse perspectives and practices.
Please click on each card to gain further insights into the concept of negotiation.
Resonance refers to the degree of alignment between a teacher’s beliefs and a community’s practices. High resonance strengthens MTI, while dis-identification indicates separation from certain beliefs or practices.
Connection involves aligning with practices within a community. Strong connections reinforce MTI by fostering a sense of belonging, while weak connections may limit identity development.
Negotiation of MTI is the ability to influence and take responsibility for meanings within a social setting, shaping professional identity through interactions and shared practices.
How does connection influence MTI negotiation?
What is resonance in MTI negotiation?
What is the negotiation of MTI?
Please click on each card to gain a deeper understanding of the concept of identity crisis.
Teachers experiencing an identity crisis may feel disconnected from their role, leading to confusion in decision-making and teaching approaches. Identity crises can hinder teachers' ability or willingness to engage in professional development or collaborative activities. An identity crisis can lead teachers to reevaluate their career choices, possibly considering leaving teaching altogether.
Yes! Identity crises encourage teachers to pause, reflect deeply, and evaluate their values, beliefs, and teaching practices. They become more self-aware about their strengths, weaknesses, and personal motivations. Navigating identity crises helps teachers develop resilience, adaptability, and coping strategies.
An identity crisis occurs when individuals struggle to define who they are, often due to conflicting beliefs or social pressures (Erikson, 1959) The successful resolution of each crisis might lead to a stronger sense of identity, while the unsuccessful resolution can lead to “identity confusion” or an identity crisis (Luyckx et al., 2011).
How does an identity crisis affect teachers?
Can identity crises be positive?
What is an identity crisis?
Scenario 3
The Mentor Influence
Jamal, an experienced math teacher, always admired his mentor’s strict yet effective teaching. But he enjoys making math fun and interactive. Should he follow in his mentor’s footsteps or develop his unique style?
Reflection Questions:
Module 1 Toolkit
Click on the link below to find your module 1 toolkit.Enjoy this MTI Toolkit, designed to support your continued learning journey. This practical resource includes reflection exercises, action plans, and interactive tools to help you deepen your understanding of MTI and apply new strategies to your teaching practice. Stay tuned and continue your growth as a mathematics teacher by engaging with the toolkit and the upcoming module!
Link
Please click on each card to gain a deeper understanding of identification.
Identification involves aligning with practices or groups through active participation and reification, shaping how individuals see themselves and are seen by others in social contexts.
Identification influences MTI as teachers align with specific teaching practices and professional communities, shaping how they view themselves as mathematics educators.
Multi-membership means teachers engage in multiple communities (e.g., mentor, researcher), forming diverse and overlapping identities that shape their overall MTI.
How does identification relate to MTI?
What is identification according to Wenger (1999)?
How does multi-membership affect MTI?
Scenario 2
The Social Expectations Dilemma
Emma, a new math teacher, prefers collaborative learning, but her school expects traditional lecture-style teaching. She feels pressured to conform. Reflective Questions:
Please click on each card to gain a deeper understanding of the concept of identity.
Identity is not just personal but also deeply entwined with professional aspects. This interplay is critical for understanding how teachers develop and perceive their roles, emotions, and beliefs. A teacher’s identity shapes their pedagogical beliefs, interactions with students, and professional growth.
Identity is dynamic and evolves through social experiences and self-reflection (Mead, 1934). Identity is characterised by its fluidity—it constantly transforms, shifts, and adapts in response to our experiences, personal development, and social milieu.
The concept of identity, whether viewed through the lens of psychology, sociology, or philosophy, requires examination of what constitutes the ‘self’. Identity is the way individuals define themselves based on personal beliefs, experiences, and social interactions.
Is Identity fixed or fluid?
How does identity influence teaching?
What does Identity mean to you?
Click on + button to learn more about the impact of each pathway on Alex's identity
Alex
PAthway 1
PAthway 2
Pathway 2
Pathway 1
1. Seek feedback from students on inquiry learning.
2. Reflect on personal beliefs about teaching methods.
4. Analyse student outcomes for learning effectiveness.
3. Consult experienced colleagues for practical insights.
Outcome
Outcome
5. Blend structured and inquiry-based teaching approaches.
6. Attend professional development for inquiry-based strategies.
Answers
Please click on each card to gain a deeper understanding of communities of practice.
Participation in CoPs helps shape MTI by allowing teachers to share practices, reflect on beliefs, and collaboratively develop teaching strategies, fostering professional growth and identity transformation.
Engaging in CoPs allows teachers to exchange ideas, refine practices, and shape beliefs, evolving their MTI through collaborative problem-solving and shared experiences in teaching mathematics.
Communities of Practice (CoPs) are social learning systems where people share a passion or concern, learning and improving through regular interaction (Wenger-Trayner & Wenger-Trayner, 2015). They shape identities by fostering collaboration and shared practice.
What are Communities of Practice (CoPs)?
How do CoPs influence Mathematics Teacher Identity (MTI)?
How do participation processes shape MTI?
Submission Module 1 Homepage
Dr. May Baldwin
Created on March 19, 2025
Start designing with a free template
Discover more than 1500 professional designs like these:
View
Math Lesson Plan
View
Primary Unit Plan 2
View
Animated Chalkboard Learning Unit
View
Business Learning Unit
View
Corporate Signature Learning Unit
View
Code Training Unit
View
History Unit plan
Explore all templates
Transcript
Module 1 Homepage
Toolkit
MindMap
Welcome
Start
Introduction
Topics Overview
Learning Outcomes
Topic 2
Topic 3
Topic 1
Quiz
Wrap up
Activity
Module 1
Understanding Identity Development
Welcome!
+ Explore Navigation
Start Module
Welcome to an interactive trivia challenge designed to activate your prior knowledge about identity, teacher identity, and professional agency in mathematics education!
Mind Map trivia
What are communities of practice in teaching?
What is identity?
What is an identity crisis?
What shapes mathematics teacher identity?
What is mathematics teacher agency?
What is teacher identity?
What is mathematics teacher identity?
Next
Module 1 Learning Objectives
Understanding Identity Development
By the end of this module, you will be able to:
Define and explain the concept of teacher identity and its role in shaping teaching practices, particularly in mathematics education.
Apply the concepts of 'Identification' and 'Negotiation' to reflect on your professional growth.
Next
Introduction
Explore your mathematics teacher identity by reflecting on how the following scenarios relate to your journey.
What defines you as a maths teacher?
Your teacher identity is shaped by challenges, expectations, and experiences. Each scenario presents a common challenge related to teacher identity. Reflect on the questions provided and consider how you would respond. Click on each scenario to learn more.
+Scenario 3
+Scenario 2
+ Scenario 1
Next
Resources!
Toolkit Available Upon Completion!
At the end of this module, you’ll have access to a comprehensive toolkit designed to support your continued growth and development.
The toolkit will include: 1. Practice Resources 2. Further Study Opportunities
Next
Welcome to Module 1
Click on each topic to explore more.
Topic 1
Identity and Identity Crisis
Topic 2
Mathematics Teacher Identity(MTI)
Topic 3
Identification and Negotiation
Topic 1: Identity and Identity Crisis
Teachers' professional identity is essential for effective teaching. Many educators struggle to define their roles, leading to confusion in their practice. This uncertainty affects both teachers and student learning. By solidifying their professional identity, teachers can align their beliefs with their practices, creating a better learning environment. We will explore key concepts of identity formation: 1- What is identity? 2- What is identity crisis? 3- What are the key theories on identity formation? Don't miss out! Click each + button to explore these insights and empower your teaching journey.
Identity
identity crisis
key theories
Next
Activity: Drag and Drop
Decision Pathways: Balancing Identity and Expectations
Pathway 2 Stay True
Pathway 1 Conform
EMMA Navigating the Social Expectations Dilemma
Emma, a new maths teacher, prefers collaborative learning, but her school expects traditional lecture-style teaching. She feels pressured to conform. Emma is experiencing an identity crisis as she struggles to align her teaching philosophy with the school’s expectations. Influenced by social norms and the desire to fit in, she contemplates whether to adapt or stay true to her beliefs. Drawing on Erikson’s theory, Emma realises that this crisis is an opportunity to redefine her teaching identity. To help Emma make a decision, drag and drop the appropriate items into the two decision pathways on the right.
1. Incorporate more lecture-based teaching to align with school norms.
4. Fully adopt traditional teaching to match colleagues’ practices.
2. Blend collaborative and traditional methods to create a balanced approach
5. Present evidence of how collaborative learning improves student engagement.
6. Seek peer support to maintain collaborative methods while integrating some structure.
3. Communicate with the department head about combining methods.
check
Next
Drag me
Quiz: Teacher Identity and Identity Crisis
Welcome to the True or False Quiz! In this assessment, you will test your understanding of teacher identity and identity crisis.
Question 2
Question 1
Question 3
Identity Crisis
Teacher Identity
Balancing Identity and Expectations
Next
Topic 2: Mathematics Teacher Identity
Mathematics teacher identity (MTI) is a dynamic, evolving construct shaped by beliefs, experiences, and socio-cultural contexts, influencing how teachers perceive their roles and teach. Understanding MTI is essential in navigating the challenges of modern mathematics education. In this exploration, we will dive into the heart of MTI, uncovering the profound ways it shapes teaching practices and professional growth. We will explore key concepts about MTI: 1. What is Teacher Identity? 2. What is Mathematics Teacher Identity (MTI)? 3. How are MTI and Agency Related? Don't miss out! Click each + button to explore these insights and empower your teaching journey.
teacher identity
Mathematics teacher identity (MTI)
MTI and agency
Next
Activity: Drag and Drop
Decision Pathways: Balancing Identity and Teaching Beliefs
Pathway 2
Pathway 1
Continue with Inquiry-Based Learning
Shift to Structured Instruction
ALEX The Confident Yet Doubtful Teacher
Alex, a passionate mathematics teacher, is enthusiastic about using inquiry-based learning to promote critical thinking and problem-solving skills. However, after a lesson where students seemed confused and frustrated, Alex feels uncertain. They begin to question whether structured instruction might be more effective. To help Alex make a decision, drag and drop the appropriate items into the two decision pathways on the right.
1. Seek feedback from students on inquiry learning.
4. Analyse student outcomes for learning effectiveness.
2. Reflect on personal beliefs about teaching methods.
5. Blend structured and inquiry-based teaching approaches.
3. Consult experienced colleagues for practical insights.
6. Attend professional development for inquiry-based strategies.
check
Next
Drag me
Quiz: Mathematics Teacher Identity
Welcome to the True or False Quiz! In this assessment, you will test your understanding of mathematics teacher identity concept.
Question 2
Question 1
Question 3
Mathematics Teacher Identity (MTI)
Teacher Identity
Mathematics Teacher Identity and Agency
Next
Topic 3: Identification and Negotiation
Mathematics Teacher Identity (MTI) is an evolving narrative influenced by teachers' self-perception and roles in communities of practice. These dynamic spaces foster shared practices and professional identities, highlighting two key processes: identification and negotiation. Examining MTI within these communities offers insights into professional growth. We will explore key concepts about MTI in communities of practice by: 1. What are Communities of Practice? 2. What is the role of identification in MTI Development? 3. What is the role of negotiation in MTI Development? Click on each + button to learn more!
communities of practice
identification
negotiation
Next
Activity: Drag and Drop
Decision Pathways: MTI and Communities of Practice
Pathway 2
Pathway 1
Follow Mentor’s Teaching Style
Develop Unique Teaching Style
JAMAL Navigating The Mentor Influence
Jamal, an experienced mathematics teacher, has always admired his mentor’s strict yet effective teaching methods. However, Jamal prefers a more interactive and fun approach to teaching math, where students actively participate and enjoy learning. Now, Jamal is faced with a decision: Should he follow in his mentor’s footsteps and adopt a strict, disciplined teaching style, or should he embrace his own unique, engaging approach to mathematics instruction? Help Jamal make a decision by dragging and dropping the appropriate items into the two pathways on the right.
1. Observe mentor’s lessons for strict teaching strategies.
4. Experiment with student-centred problem-solving activities.
2. Integrate interactive math games and activities regularly.
5. Reflect on personal teaching beliefs and preferences.
3. Seek feedback on strict discipline from students.
6. Balance strict routines with creative learning experiences.
check
Next
Drag me
Quiz: MTI development in Communities of Practice (CoPs)
Welcome to the True or False Quiz! In this assessment, you will test your understanding of the role of CoPs in MTI development.
Question 2
Question 1
Question 3
Identification Process
Communities of Practice (CoPs)
Negotiation Process
Next
REFLECTIVE ACTIVITY
DEFINING YOUR MATHEMATICS TEACHER IDENTITY!
REFLECT ON YOUR MTI!
+activity WORKSHEET
Next
Quiz Time!
You’ve completed module 1—great job! Now it’s time to put your knowledge to the test with a quick quiz. Get ready to answer 5 multiple choice questions and see how much you’ve learned! Click "Start Quiz" to begin.
Start
Question 1/5
Please select the correct answer and then click the send button. If you choose the wrong answer, you can try again!
Next
Question 2/5
Please select the correct answer and then click the send button. If you choose the wrong answer, you can try again!
Next
Question 3/5
Please select the correct answer and then click the send button. If you choose the wrong answer, you can try again!
Next
Question 4/5
Please select the correct answer and then click the send button. If you choose the wrong answer, you can try again!
Next
Question 5/5
Please select the correct answer and then click the send button. If you choose the wrong answer, you can try again!
Next
Wrap Up
🎉 Congratulations on Finishing Module 1! 🎉
Click the button below to review the key points from this module.
Click below to start Module 2 and explore the factors shaping your Mathematics Teacher Identity and professional growth!
Click the button below to access your toolkit.
Go to Module 2!
Key takeaways
Toolkit
Please click on each card to gain a deeper understanding of the concept of MTI.
Beliefs about mathematics, pedagogy, and social context guide teaching practices, influencing how mathematics teachers construct and adapt their professional identities.
MTI evolves through social interactions, professional roles, and teachers' beliefs about math teaching and learning, continuously shaped by socio-cultural contexts and personal experiences.
MTI is a dynamic construct shaped by beliefs, experiences, and social context, reflecting how mathematics teachers view their roles and interact with the mathematics community.
What is Mathematics Teacher Identity (MTI)?
How is MTI formed and developed?
What role do beliefs play in MTI?
Please click on each card to gain further insights into the relationship between MTI and Agency.
Reduced agency limits teachers' decision-making power, hindering their ability to develop a resilient MTI, yet agency is never entirely eradicated, allowing some adaptability.
"Stepping up" involves proactive engagement beyond duties, while "pushing back" resists conflicting policies, reflecting teachers' agency to adapt and assert professional beliefs.
MTI and agency are interconnected, as teachers shape their identities by making choices within social, cultural, and educational boundaries, reflecting their resilience and adaptability.
What are the types of agency in MTI?
How does reduced agency affect MTI?
What is the relationship between MTI and agency?
Please click on each card to gain further insights into the key theories.
Erikson (1959) conceptualised identity as an individual’s response to questions of who they are within their cultural and social group(s) integral to their society. He proposed that identity formation is a lifelong process that is shaped by a series of psychosocial crises. He argued that each crisis is an opportunity for individuals to develop new skills and abilities, and to make choices about their values and goals.
Mead (1934) suggested that identity is constructed through social interactions and the meanings assigned to these interactions. He contends that this process involves two key components: The ‘I’, representing the spontaneous and autonomous part of the self, and The ‘Me’, representing the socially constructed part of the self. The ‘Me’ develops through interactions with others and through societal norms and expectations.
While Erikson’s concept of identity focused on resolving conflicts and crisis across various stages of development, Mead’s idea of identity highlighted the importance of social interactions and the internalisation of societal roles and expectations. Mead’s and Erikson’s conceptualisations provide complementary perspectives on identity formation.
Erikson’s Psychosocial Identity Theory (1959)
Mead Vs Erikson
Mead’s Social Identity Theory (1934)
How to navigate this course
Next
Please click on each card to gain a deeper understanding of the concept of teacher identity.
Teacher identity is an evolving concept shaped by beliefs, experiences, and interactions within educational and socio-cultural contexts, reflecting how teachers perceive their roles and professional selves.
Beliefs shape teacher identity by influencing perceptions, decision-making, and instructional practices, continually contributing to the development and adaptation of their professional selves.
Teacher identity evolves with professional growth, shaped by personal beliefs and ongoing interactions, reflecting an integrated professional self through career stages.
How does teacher identity relate to professional development?
How do beliefs influence teacher identity?
What is teacher identity and how is it formed?
Click on + button to learn more about the impact of each pathway on Emma's identity
Emma
PAthway 1
PAthway 2
Pathway 2
Pathway 1
2. Blend collaborative and traditional methods to create a balanced approach
1. Incorporate more lecture-based teaching to align with school norms.
3. Communicate with the department head about combining methods.
4. Fully adopt traditional teaching to match colleagues’ practices.
5. Present evidence of how collaborative learning improves student engagement.
Outcome
Outcome
6. Seek peer support to maintain collaborative methods while integrating some structure.
Answers
Scenario 1
The Confident Yet Doubtful Teacher
A mathematics teacher, Alex, is excited about using inquiry-based learning. However, after a lesson filled with student confusion, they wonder if structured instruction is better. Reflective Questions:
Click on + button to learn more about the impact of each pathway on Jamal's identity
Jamal
PAthway 1
PAthway 2
Pathway 2
Pathway 1
1. Observe mentor’s lessons for strict teaching strategies.
2. Integrate interactive math games and activities regularly.
4. Experiment with student-centred problem-solving activities.
3. Seek feedback on strict discipline from students.
Outcome
Outcome
5. Reflect on personal teaching beliefs and preferences.
6. Balance strict routines with creative learning experiences.
Answers
Key Takeaways
1. Dynamic Nature of MTI:MTI is not a fixed identity but an evolving construct shaped by beliefs, experiences, and social interactions within communities of practice.2. Communities of Practice (CoPs):CoPs play a crucial role in shaping MTI by fostering collaboration, sharing practices, and allowing teachers to reflect on their teaching identity. 3. Identification and Negotiation:The process of identification involves aligning with practices and groups, while negotiation allows teachers to influence and adapt practices to fit their beliefs and contexts. 4. Multi-Membership and Identity Complexity:Engaging in multiple CoPs enables teachers to develop a multifaceted professional identity, allowing them to draw on diverse perspectives and practices.
Please click on each card to gain further insights into the concept of negotiation.
Resonance refers to the degree of alignment between a teacher’s beliefs and a community’s practices. High resonance strengthens MTI, while dis-identification indicates separation from certain beliefs or practices.
Connection involves aligning with practices within a community. Strong connections reinforce MTI by fostering a sense of belonging, while weak connections may limit identity development.
Negotiation of MTI is the ability to influence and take responsibility for meanings within a social setting, shaping professional identity through interactions and shared practices.
How does connection influence MTI negotiation?
What is resonance in MTI negotiation?
What is the negotiation of MTI?
Please click on each card to gain a deeper understanding of the concept of identity crisis.
Teachers experiencing an identity crisis may feel disconnected from their role, leading to confusion in decision-making and teaching approaches. Identity crises can hinder teachers' ability or willingness to engage in professional development or collaborative activities. An identity crisis can lead teachers to reevaluate their career choices, possibly considering leaving teaching altogether.
Yes! Identity crises encourage teachers to pause, reflect deeply, and evaluate their values, beliefs, and teaching practices. They become more self-aware about their strengths, weaknesses, and personal motivations. Navigating identity crises helps teachers develop resilience, adaptability, and coping strategies.
An identity crisis occurs when individuals struggle to define who they are, often due to conflicting beliefs or social pressures (Erikson, 1959) The successful resolution of each crisis might lead to a stronger sense of identity, while the unsuccessful resolution can lead to “identity confusion” or an identity crisis (Luyckx et al., 2011).
How does an identity crisis affect teachers?
Can identity crises be positive?
What is an identity crisis?
Scenario 3
The Mentor Influence
Jamal, an experienced math teacher, always admired his mentor’s strict yet effective teaching. But he enjoys making math fun and interactive. Should he follow in his mentor’s footsteps or develop his unique style? Reflection Questions:
Module 1 Toolkit
Click on the link below to find your module 1 toolkit.Enjoy this MTI Toolkit, designed to support your continued learning journey. This practical resource includes reflection exercises, action plans, and interactive tools to help you deepen your understanding of MTI and apply new strategies to your teaching practice. Stay tuned and continue your growth as a mathematics teacher by engaging with the toolkit and the upcoming module!
Link
Please click on each card to gain a deeper understanding of identification.
Identification involves aligning with practices or groups through active participation and reification, shaping how individuals see themselves and are seen by others in social contexts.
Identification influences MTI as teachers align with specific teaching practices and professional communities, shaping how they view themselves as mathematics educators.
Multi-membership means teachers engage in multiple communities (e.g., mentor, researcher), forming diverse and overlapping identities that shape their overall MTI.
How does identification relate to MTI?
What is identification according to Wenger (1999)?
How does multi-membership affect MTI?
Scenario 2
The Social Expectations Dilemma
Emma, a new math teacher, prefers collaborative learning, but her school expects traditional lecture-style teaching. She feels pressured to conform. Reflective Questions:
Please click on each card to gain a deeper understanding of the concept of identity.
Identity is not just personal but also deeply entwined with professional aspects. This interplay is critical for understanding how teachers develop and perceive their roles, emotions, and beliefs. A teacher’s identity shapes their pedagogical beliefs, interactions with students, and professional growth.
Identity is dynamic and evolves through social experiences and self-reflection (Mead, 1934). Identity is characterised by its fluidity—it constantly transforms, shifts, and adapts in response to our experiences, personal development, and social milieu.
The concept of identity, whether viewed through the lens of psychology, sociology, or philosophy, requires examination of what constitutes the ‘self’. Identity is the way individuals define themselves based on personal beliefs, experiences, and social interactions.
Is Identity fixed or fluid?
How does identity influence teaching?
What does Identity mean to you?
Click on + button to learn more about the impact of each pathway on Alex's identity
Alex
PAthway 1
PAthway 2
Pathway 2
Pathway 1
1. Seek feedback from students on inquiry learning.
2. Reflect on personal beliefs about teaching methods.
4. Analyse student outcomes for learning effectiveness.
3. Consult experienced colleagues for practical insights.
Outcome
Outcome
5. Blend structured and inquiry-based teaching approaches.
6. Attend professional development for inquiry-based strategies.
Answers
Please click on each card to gain a deeper understanding of communities of practice.
Participation in CoPs helps shape MTI by allowing teachers to share practices, reflect on beliefs, and collaboratively develop teaching strategies, fostering professional growth and identity transformation.
Engaging in CoPs allows teachers to exchange ideas, refine practices, and shape beliefs, evolving their MTI through collaborative problem-solving and shared experiences in teaching mathematics.
Communities of Practice (CoPs) are social learning systems where people share a passion or concern, learning and improving through regular interaction (Wenger-Trayner & Wenger-Trayner, 2015). They shape identities by fostering collaboration and shared practice.
What are Communities of Practice (CoPs)?
How do CoPs influence Mathematics Teacher Identity (MTI)?
How do participation processes shape MTI?