Negotiating Identity Within Diverse Educational Ideologies

We know that teachers’ identities and their ideological assumptions of teaching learning mathematics are critical in influencing thinking about classroom practices. To better understand prospective identity during teacher education, this study investigates how two participants negotiate within the different ideologies they experience education program. This takes position understood terms narratives construct tell themselves others. By using Interpretive Phenomenological Analysis (IPA), reveals either experienced a non-negotiation or negotiation new identity. schoolteacher’s ideology have substantial consequences for mathematics. The educational mathematics, context program, can further shape teacher’s discipline. suggests greater focus on indicates support need through to be equipped future role as teachers.