Looking within : mathematics teacher identity using photo-elicitation/photovoice

dc.contributor.advisorEmpson, Susan B.en
dc.contributor.committeeMemberTreisman, Philip U.en
dc.contributor.committeeMemberStroup, Walteren
dc.contributor.committeeMemberSchneider, Cynthiaen
dc.contributor.committeeMemberSalinas, Cynthiaen
dc.creatorChao, Theodore Peck-Lien
dc.date.accessioned2012-11-20T19:17:03Zen
dc.date.available2012-11-20T19:17:03Zen
dc.date.issued2012-08en
dc.date.submittedAugust 2012en
dc.date.updated2012-11-20T19:17:39Zen
dc.descriptiontexten
dc.description.abstractHow do mathematics teachers present themselves? The construct of identity–the stories mathematics teachers tell about themselves and their practice–is an important and understudied construct in understanding mathematics teaching. This study investigates the use of photo-elicitation/photovoice interviews with six high school algebra teachers. Each teacher captured or chose photographs of their “world”, then presented them during a formal interview. The teachers framed their mathematics teacher identity through three connected story types: Public Stories, the stories a teacher presents about their practice within a professional register, Private Stories, the stories about personal connections to practice shared only in closed spaces, and Touchstone Stories, the important stories a teacher constantly references but rarely shares. I found these teachers’ stories contained little about mathematics content or actual classroom practice. Rather, they positioned the teachers as isolated in their profession; the themes were about pain, being “othered”, or feeling powerless. Framing the identities of these six mathematics teachers through visual stories presented them as real, struggling humans. I posit this process of eliciting mathematics teaching identity through visual narrative is important to the field of mathematics education for three reasons: framing their identities helps mathematics teachers understand the complex lives of their own students, these narratives showcase the uniqueness of each mathematics teacher as an individual, and this process of telling stories is an empowering form of reflection.en
dc.description.departmentScience, Technology, Engineering, and Mathematics Educationen
dc.format.mimetypeapplication/pdfen
dc.identifier.slug2152/ETD-UT-2012-08-5950en
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2012-08-5950en
dc.language.isoengen
dc.subjectMathematics educationen
dc.subjectTeacher identityen
dc.subjectTeacher narrativeen
dc.subjectPhoto-elicitationen
dc.subjectPhotovoiceen
dc.subjectLives of teachersen
dc.titleLooking within : mathematics teacher identity using photo-elicitation/photovoiceen
dc.title.alternativeMathematics teacher identity using photo-elicitation/photovoiceen
dc.type.genrethesisen
thesis.degree.departmentScience and Mathematics Educationen
thesis.degree.disciplineMathematics Educationen
thesis.degree.grantorUniversity of Texas at Austinen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Philosophyen

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