‘Belonging’ as a subject specialist: challenging the barriers

Abstract

‘Belonging’ as a subject specialist: challenging the barriers

Author: Kathryn Fox

Abstract

This paper reports on teachers’ perspectives on how they develop subject specialist identities. The research discussed here is part of a larger action research project which probed teachers’ confidence in their subject specialism. Data was collected from small scale midpoint evaluations and focus groups. The context is that of mathematics teachers undertaking an in-service sustained professional development course. However the findings are relevant across teacher education because they have implications for supporting professional development in schools.

The research findings indicate that although teachers’ individual confidence in their identity as subject specialists develops this may not be mirrored by the development of confidence in belonging to the community. Barriers to belonging included: teachers’ own conceptions of what it means to be a subject specialist; school based factors such as practical support and school attitudes towards continuing professional development.

Key Words: Teacher education; identity; participation; subject specialism; mathematic; confidence.