Supervisors info:
Πόταρη Δέσποινα, Καθηγήτρια, Τμήμα Μαθηματικών, ΕΚΠΑ
Summary:
The present research paper attempts to explore the development and evolution of a mathematics teacher's identity. Theoretically, drawing on the tools of the philosophical work of French thinker Michael Foucault, identity is the "entrance" into a space and time for the observation, recording and understanding of differences in subject composition, on the basis of discourse. , in order to identify what it contains and what it excludes. That is, it is an exploration of the process itself and its technologies, which constitutes and produces the subject as such, oriented to the field of education and in particular to the teacher of mathematics. In this light, identity is not a static and timeless state, but an alert process of constant change and evolution within its frame of reference. The case study concerns a secondary school mathematics teacher with years of experience teaching in more than one school, who has participated in various educational programs and educational work groups. The research data were collected through videotaped interviews with the teacher as well as video recordings during the process of his teaching practice at school. The analysis that follows is qualitative and aims to identify, focusing on the individual perspective of identity formation, the subject's attitudes regarding the objects of his discourse, the differences in his ethical composition, and the shifts they have made in his practice.
Keywords:
education,identity,mathematics,teacher,highschool,qualitative research
