TY  - CONF
N2  - This paper reports on teacher-students? developing mathematics-teacher identities as they participated in a mathematics education module which they took as an option as part of their BEd in-service degree. Multiple qualitative methods have been used to gather data on the 14 teacher-students? mathematical development, attitudes and reflections on their professional practice over the course of the year. In this paper, in-depth accounts of two of the students?- (one Caribbean and one African) - developing identities as mathematics teachers are presented using socio -cultural, discursive and defended-subject theoretical frameworks for the analysis. The paper exemplifies discourses producing maths teacher identities while simultaneously defending against interrogation of mathematical and pedagogical practices.
ID  - discovery10002563
UR  - https://discovery.ucl.ac.uk/id/eprint/10002563/
A1  - Rodd, Melissa
KW  - teacher education; undergraduate mathematics education; social identity
TI  - Developing maths-identities of overseas trained teachers from developing countries: two voices
AV  - public
Y1  - 2007///
ER  -