Research in Mathematical Education (한국수학교육학회지시리즈D:수학교육연구)

Korean Society of Mathematical Education (한국수학교육학회)
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Examining How Teacher Identities Explain Their Interactions with Students in Small Groups

  • Received : 2022.06.07
  • Accepted : 2022.06.28
  • Published : 2022.06.30
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Abstract

Examining ways to interact with students in small groups is an important topic for researchers to understand. Existing studies pertaining to the topic have not shed light on knowing why teachers interact with students in small groups the way they do. Given that teacher identity shapes teaching practices, this study explores how teacher identity shapes teachers' interaction with students in small groups. Working with two beginning teachers, I conducted four interviews to collect the data related to reasons behind their interactions with students in small groups in the interview. I analyzed the interview transcripts using a thematic analysis. I found that one teacher's teacher identity was related to her personal experiences as a child and a learner and another teacher's teacher identity was related to her view of teachers' roles as a teacher. I provide discussion and implications of this study.

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References

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