From student to teacher: the construction of teacher identity in mathematics teacher education

Abstract

This article addresses the theme of teacher education from the perspective of constructing the identity of “being a teacher” throughout the Mathematics Teacher Education Program. The primary objective is to examine whether and how students construct this professional identity during their initial training in the Mathematics Teacher Education Program at the Campo Largo Campus of the Federal Institute of Paraná. Specifically, the study seeks to identify the theoretical framework related to the construction of teacher identity in undergraduate teacher education programs; to administer questionnaires to program participants; and to systematize, categorize, and analyze the collected data considering the theoretical framework and historical-critical theory. The research adopts both qualitative and quantitative approaches and is characterized as a case study with an exploratory investigative nature. The methodology involved conducting a theoretical review on the subject, designing and administering a semi-structured questionnaire, followed by analysis and discussion of the data. The findings indicate that a significant proportion of students developed a teacher identity over the course of the program.