The journey of a female Mathematics teacher in constructing her beginner teacher identity

dc.contributor.advisorWoest, Yolandi
dc.contributor.postgraduateClaassen, Elriza
dc.date.accessioned2021-06-22T12:29:03Z
dc.date.available2021-06-22T12:29:03Z
dc.date.created2021/04/22
dc.date.issued2020
dc.descriptionDissertation (MEd)--University of Pretoria 2020.
dc.description.abstractThis study asked the question of how I constructed my beginner teacher identity as a female Mathematics teacher and why my journey unfolded in the way it did. With regards to beginner teacher identities I used work from Morrison (2013), Pennington & Richards (2015), Ballentyne & Grootenboer (2012) and Beijaard, Meijer & Verloop (2004). For work on the beginner female STEM teachers, I used authors including Spangenberg & Myburgh (2017), Else-Quest et al. (2013), Stromquist et al. (2013), Ahlqvist et al. (2013) and Rodriguez et al. (2017). These concepts were key to the understanding of this study. An Interpretivist epistemological paradigm underpinned this study (Wagner, Kawilich & Garner 2012). The conceptual lens used in this study was designed employing tenets of the Social Identity Theory of Tajfel & Turner (1979) as well as Albert Bandura’s Self-Efficacy Theory (1994). I followed a qualitative research approach and autoethnography as research design whereby the I, the researcher was also the sole participant of the study (Ellis, 2009). Co-constructors of knowledge were involved in this study to corroborate my personal. They comprised of close family members and a friend. Data generation methods included self-reflexive narratives about my experiences as a beginner teacher and my researcher’s journal. Furthermore, I conducted semi-structured, face-to-face interviews with the co-constructors. In analysing my data, I used the method of thematic analysis whereby I would read my data and identify suitable themes based on my two secondary research questions. The main findings of the study showed that I faced situations that went against my pre-conceived expectations, formed in part by my family members and that the construction of my beginner teacher identity involved a process wherein I had to accept elements of my out-group as part of my in-group (Tajfel & Turner, 1979) to achieve a satisfied social identity.
dc.description.availabilityUnrestricted
dc.description.degreeMEd
dc.description.departmentHumanities Education
dc.description.librarianpt2021
dc.identifier.citationClaassen, E 2020, The journey of a female Mathematics teacher in constructing her beginner teacher identity, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/80430>
dc.identifier.otherA2021
dc.identifier.urihttp://hdl.handle.net/2263/80430
dc.language.isoen
dc.publisherUniversity of Pretoria
dc.rights© 2021 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.
dc.subjectUCTD
dc.subjectBeginner teacher identity
dc.subjectConstructing
dc.subjectFemale
dc.subjectMathematics
dc.subjectSouth Africa
dc.titleThe journey of a female Mathematics teacher in constructing her beginner teacher identity
dc.typeDissertation

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