This manuscript reports a collaborative self-study conducted by three teacher educators who carried out and discussed joint observations of mathematics instruction in preservice teachers’ field experience classrooms. We investigated the teacher educator identities that influenced our perspectives on and interpretations of preservice teachers’ mathematics instruction. A duoethnographic approach supported us in interrogating ourselves alongside one another and presenting our resulting analysis as a polyvocal dialogue. Transcripts illustrate key identities that shaped our classroom observations (methods course instructor, supervisor, teacher, and researcher) and evolving aspects of those identities (becoming an insider as a supervisor, an outsider-within as a researcher). The transformative stories reported here contribute needed insights into how mathematics teacher educators’ identities relate to their practices as supervisors of preservice teachers, an area that has received scant attention in the mathematics teacher education literature.

该手稿报告了由三名教师教育者进行的合作自学，他们在职前教师的现场体验教室中进行并讨论了对数学教学的联合观察。我们调查了教师教育者的身份，这些身份影响了我们对职前教师数学教学的看法和解释。一种人种学方法支持我们相互审讯自己，并将我们的分析结果呈现为多语言对话。成绩单说明了塑造我们课堂观察结果的关键身份（方法的课程讲师，主管，老师和研究人员）以及这些身份的演变方面（成为内部人员为主管，外部人员为研究人员）。