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dc.contributor.authorMandt, Hege Marie Poulaki
dc.date.accessioned2021-02-14T15:51:57Z
dc.date.available2021-02-14T15:51:57Z
dc.date.issued2020
dc.identifier.citationMathematics Teacher Education and Development. 2020.en_US
dc.identifier.urihttps://hdl.handle.net/11250/2727896
dc.description.abstractThis article presents an in-depth study illuminating prospective teachers’ (PTs) emotions and identity in their development of becoming mathematics teachers. The participants study at a general teacher education programme and have chosen to specialise in mathematics. The theoretical framework in this study is based on Ricoeur’s (1992) and Nussbaum’s (2001) theories on identity and emotion. The main argument for using this framework is the link between ethics, eudaimonia, value judgment, emotions and identity. These terms are closely related with the question of a person’s well-being and flourishing. Through this framework, this study tries to make an innovative approach in the field of mathematics education. The findings indicated an emerging identity towards a reform mathematics teacher when analysing the participants' emotions, well-being and their flourishing.en_US
dc.language.isoengen_US
dc.publisherMathematics Education Research Group of Australasien_US
dc.subjectpersonal narrative identityen_US
dc.subjectemotionsen_US
dc.subjectvalue judgmenten_US
dc.subjectethicsen_US
dc.subjecteudaimoniaen_US
dc.subjectreform mathematics teacheren_US
dc.subjectRMTen_US
dc.subjectprofessional developmenten_US
dc.titleProspective Mathematics Teachers' Emotions and Identityen_US
dc.typePeer revieweden_US
dc.description.versionpublishedVersionen_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.source.journalMathematics Teacher Education and Developmenten_US


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