@article {MATHEDUC.06454495,
author = {Neumayer-Depiper, Jill},
title = {Teacher identity work in mathematics teacher education.},
year = {2013},
journal = {For the Learning of Mathematics},
volume = {33},
number = {1},
issn = {0228-0671},
pages = {9-15},
publisher = {FLM Publishing Association, c/o University of New Brunswick, Faculty of Education, Fredericton, NB; Canadian mathematics education study group - CMESG (Groupe Canadien d'\'etude en didactique des math\'ematiques - GCEDM), [s. l.]},
abstract = {Summary: Becoming a teacher is not developing an identity, but is developing identity as a continuous process of constructing and deconstructing understandings within the complexities of social practice, beliefs, experiences, and social norms. I take up this stance on identity as articulated in {\it J. Butler}'s [Gender trouble. New York, NY: Routledge (1999)] work with gender identity and examine one elementary teacher candidate's discursive participation in a seminar on critical self-reflection and mathematics teaching. Analysis presents the personal tensions and complex positioning of teacher candidates and mathematics teacher educators. A discussion of the emergent dilemmas of facilitating identity work in mathematics teacher education and further questions are shared.},
msc2010 = {D39xx (C29xx C69xx)},
identifier = {2015d.00390},
}