A zone theory analysis of identity formation in mathematics teacher educators

International audienceResearchers in mathematics teacher education are beginning to investigate the nature and development of mathematics teacher educator (MTE) expertise. Consistent with our sociocultural perspective on learning, we conceptualise mathematics teacher educator learning as participation in social practices that develop professional identities. In this study we used Valsiner’s zone theory to investigate identity formation in a pair of mathematics teacher educators – one a mathematician and the other a mathematics educator – who collaborated to develop new approaches to teacher education that integrate content and pedagogy. Analysis of interviews with the MTEs traced their identity trajectories from past to present to possible futures, highlighting their capacity for individual agency in changing their environment or seeking out professional learning opportunities