Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Lara Gildehaus, Robin Göller
University of Klagenfurt
⬇ Download PDFThis study examined the effect of positive narrative reflection on primary preservice teachers’ (PSTs) mathematics-related identity. Using data from 51 PSTs and a mixed-methods approach, reflection essays were qualitatively coded and integrated into linear mixed models. Results showed significant increases in mathematics-related self-efficacy, identification, and attainment value, while professional teaching identity remained stable. Reflections focusing on social relations and positive emotions acted as key moderators, significantly driving these gains. High intraclass correlation coefficients revealed the enduring resilience of mathematics teacher identities despite the intervention’s success. The findings suggest that the development of mathematics teacher identities relies on the type of narrative reflections which are discussed.
IdentificationPositive reflectioninterventionpreservice primary teachers