Teacher knowledge and teacher identity in mathematics education: An interdependent model

TL;DR

This paper introduces a model showing how a math teacher's knowledge and personal identity are interconnected, offering ways to improve teacher training and support.

Contribution

A new integrative model (IPD) that links teacher professional knowledge and identity in mathematics education.

Findings

Teacher identity and professional profile are interdependent and must be considered together.

The IPD model provides a framework for analyzing teacher education and classroom practices.

Jointly addressing identity and profile can improve teacher training and evaluation systems.

Abstract

This article proposes an integrative theoretical model that articulates the interdependence between teacher professional knowledge and identity in mathematics education. Based on a systematic review of national and international approaches, it distinguishes the professional profile—defined by observable competencies and knowledge—from identity, which is constructed in a situated, dynamic, and reflective manner. The study draws on the MTSK model, Wenger’s theory of communities of practice, and the identity framework by Van Zoest and Bohl. It incorporates recent contributions on professional noticing, teacher beliefs, self-regulation, situational awareness, and context transfer. The resulting IPD model graphically represents this interdependence, offering a coherent framework for analysing teacher education pathways, professional decisions, and classroom practices. From a critical perspective, the article concludes that addressing identity and profile jointly enables the design of more relevant initial and continuing teacher education programs, as well as improvements in teacher evaluation and professional support systems.

This article offers a fresh perspective on what makes a great math teacher. We often focus on their "professional profile"—how much math they know, their teaching skills, and what can be observed and evaluated in the classroom. However, the article argues there's another crucial element: the teacher's "identity." This is deeper and more personal—how they see themselves as an educator, their values, their experiences, and how they evolve throughout their career. This identity isn't fixed; it's built dynamically through every lesson taught, every student interaction, and every professional development course.

Think of it this way: knowledge is the tools a carpenter uses, while identity is how they feel about their craft, their belief in their work, and their ability to adapt to new challenges. Both are deeply interconnected and constantly influence each other. You can't truly understand a teacher by looking at just one aspect.

The article introduces the IPD model to visually represent this interdependence. This model was developed by synthesizing extensive research on how teachers learn, their thought processes, classroom reactions, and how they apply their knowledge in different situations.

Ultimately, this understanding has practical implications: it can significantly improve teacher training programs, both for new educators and those with years of experience. By acknowledging that both a teacher's knowledge and their evolving identity are vital, we can design more effective training and support systems. The goal is to cultivate stronger teachers, leading to more engaging and meaningful math education for students.

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