Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Mayumi Kawamura
Oita University
⬇ Download PDFThis research report examines differences in the classroom practices of two high school teachers using an identity perspective. Drawing on commognitive theory, the author qualitatively analyzes teaching practices in a Japanese high school, focusing on how teachers’ identities and their interpretations of student identities shape classroom interactions. The findings suggest that differences between the two classes are influenced by how each teacher perceives their role and their students. An identity perspective is helpful for interpreting classroom practice, and teachers need to be aware of how their own identities shape how they perceive and respond to students.
CommognitionIdentityTeacher