ABSTRACT

Teacher identity provides useful insights into the learning and practices of teachers. The complexity of identity, however, makes it difficult to use in empirical research. An analytical framework with two components is presented. This analytical framework comprises a framework for identity as an embedder-of-numeracy, which clearly defines a teacher’s identity when promoting numeracy learning across the curriculum, and Valsiner’s zone theory, which provides insights into identity formation and trajectories. The analytical framework was developed in the context of an across the curriculum approach to numeracy in the Australian Curriculum where all teachers are expected to explicitly attend to numeracy in the subjects they teach. A theoretical approach was used to propose the analytical framework which was subsequently tested and refined through an empirical study. Using the analytical framework to guide data collection and analysis in the empirical study suggests the approach has potential to inform professional learning to assist teachers to promote numeracy learning through the subjects they teach. More broadly, the approach taken addresses some of the criticisms and challenges of using identity as a theoretical lens in empirical research by enabling researchers to provide an adequate definition and operationalise identity for a particular context.

摘要

教师身份为教师的学习和实践提供了有用的见解。然而，同一性的复杂性使其难以用于实证研究。提出了一个包含两个组件的分析框架。这个分析框架包括一个作为计算嵌入器的身份框架，它在促进跨课程的计算学习时清楚地定义了教师的身份，以及 Valsiner 的区域理论，它提供了对身份形成和轨迹的见解。该分析框架是在澳大利亚课程中计算计算的跨课程方法的背景下开发的，在该方法中，所有教师都应明确关注他们所教科目的计算。一种理论方法被用来提出分析框架，随后通过实证研究对其进行了测试和改进。在实证研究中使用分析框架来指导数据收集和分析表明，该方法有可能为专业学习提供信息，以帮助教师通过他们教授的科目促进计算学习。更广泛地说，所采取的方法解决了在实证研究中使用身份作为理论镜头的一些批评和挑战，方法是使研究人员能够为特定背景提供适当的定义和操作身份。在实证研究中使用分析框架来指导数据收集和分析表明，该方法有可能为专业学习提供信息，以帮助教师通过他们教授的科目促进计算学习。更广泛地说，所采取的方法解决了在实证研究中使用身份作为理论镜头的一些批评和挑战，方法是使研究人员能够为特定背景提供适当的定义和操作身份。在实证研究中使用分析框架来指导数据收集和分析表明，该方法有可能为专业学习提供信息，以帮助教师通过他们教授的科目促进计算学习。更广泛地说，所采取的方法通过使研究人员能够为特定背景提供适当的定义和操作身份，解决了在实证研究中使用身份作为理论镜头的一些批评和挑战。