Introduction to the papers of TWG20: Mathematics teacher knowledge, beliefs, and identity: Some reflections on the current state of the art

Miguel Ribeiro (1) , Fatma Aslan-Tutak (2) , Charalambos Charalambous (3) , Julia Meinke (4)

1 NTNU - Norwegian University of Science and Technology [Trondheim]
2 Boǧaziçi üniversitesi = Boğaziçi University [Istanbul]
3 UCY - University of Cyprus [Nicosia]
4 Georg-August-University = Georg-August-Universität Göttingen

In this introductory chapter for the Thematic Working Group " Mathematics teacher knowledge, beliefs, and identity " (TWG20) at CERME9, we address the main issues discussed during our working sessions. We aim to provide a critical and broader view on the work being done, including the work undertaken at previous conferences , although not extensively. We also seek to take a new look at areas of potential improvement with regard to the focus of, discussion about, and problems inherent to research in the area of teacher knowledge, beliefs and identity, all with the goal of improving teacher education and practices. This paper brings to the forefront some critical features of this area of research and aims to contribute to the genesis of a new focus on our research and a new vision of our own roles as researchers and teacher educators.

Mots clés: Teachers' knowledge; beliefs; identity; teacher practices

Domaines: Education; Histoire et perspectives sur les mathématiques [math.HO]

Miguel Ribeiro, Fatma Aslan-Tutak, Charalambos Charalambous, Julia Meinke. Introduction to the papers of TWG20: Mathematics teacher knowledge, beliefs, and identity: Some reflections on the current state of the art. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.3177-3183. ⟨hal-01289853⟩