EXPLORING THE IMPACT OF TEACHER PROFESSIONAL IDENTITY ON THE TEACHING OF NUMBER CONCEPTS IN THE FOUNDATION PHASE
Abstract
This qualitative study sort to understand the influence of teacher professional identity on teaching number concepts in the foundation phase. Twelve foundation phase teachers from the Johannesburg East District were purposively selected. Data was collected using in-depth interview schedule and observation tool and analysed thematically. The findings reveal that teacher professional identity has an influence on how teachers teach number concepts. The influence was either negative or positive. The positive identity manifested where teachers view themselves as pedagogical content knowledge specialists, in loco parentis, among others. Teachers who exhibited a positive teacher professional identity were characterised by enthusiasm, self-motivated, friendly, having a sense of competence and commitment. On the other hand, a negative teacher professional identity was characterised by teachers viewing themselves as teacher-administrators, the ‘l’ as a social worker, among others. In some scenarios, we noted that there was lack of synergy between the way teachers teach number concepts and the self-image. The self-image was not reflected in their teaching. We concluded that the manner in which teachers see themselves as teachers teaching number concepts plays a major role in shaping the teaching of number concepts in the foundation phase. We recommend that the employer invest in programs that will improve how teachers see themselves as teachers teaching number concepts.
References
Ajani, O.A. & Govender, S. (2019). Teachers’ Perspectives of In-service Professional Development in South African and Nigerian High Schools. Gender & Behaviour, 17(2), 13146-13160.
Ajani, O.A. (2018). Influence of Teachers' Professional Development on classroom practices in South Africa and Nigeria. Journal of Alternative Perspectives in the Social Sciences, 9(2), 156-170.
Ajani, O.A. (2020). Teachers’ professional development in South African high schools: How well did it suit their professional needs? African Journal of Development Studies, 10(3), 59-78. Link
Ajani, O.A. (2021). Teachers’ perspectives on professional development: Towards an andragogical approach. Journal of Educational and Social Research, 11(3), 288-300. Link
Ajani, O.A. (2023). Teacher professional development activities in Africa: Insights from South African high school teachers’ experiences. International Journal of Social Science Research and Review, 12(8), 493-503. Link
Ajani, O.A. (2024). Teachers’ competencies in digital integration of learning contents in dynamic classroom practices: A review of teacher professional development needs. Acta Educationis Generalis, 14(3), 18-40. Link
Ashforth, B. E., Harrison, S. H., & Corley, K. G. (2008). Identification in organizations: An examination of four fundamental questions. Journal of Management, 34(3), 325-374. doi:10.1177/0149206308316059
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20. doi:10.1016/j.tate.2010.08.007
Baldry, C., & Marks, A. (2009). Constructing shared organizational identities at team interfaces: Navigating cross-team identity barriers. Human Relations, 62(4), 501-531. doi:10.1177/0018726708102016
Bates, T., Rixon, C., Carbone, M., & Pilgrim, J. (2019). Teacher professional identity: How professional and personal dimensions affect school performance. Journal of Education Policy, 34(2), 145-159. doi:10.1080/02680939.2018.1426823
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers' professional identity. Teaching and Teacher Education, 20(2), 107-128. doi:10.1016/j.tate.2003.07.001
Bowie, L., Venkat, H., & Askew, M. (2019). The influence of mathematics teacher education in South Africa's post-apartheid context. Journal of Educational Change, 20(3), 423-445. doi:10.1007/s10833-018-09338-7
Britzman, D. P. (2003). Practice makes practice: A critical study of learning to teach. Albany, NY: State University of New York Press.
Burns, C. (2000). The professional status of teachers: Examining public perceptions and implications for practice. Educational Leadership, 58(3), 12-15.
Burns, C., & Cruikshanks, S. (2017). Teacher professional identity and the evolution of teaching ethics. Educational Ethics Journal, 25(1), 32-47.
Calley, N. G., & Hawley, L. D. (2008). The professional identity of counsellor educators: A national survey. Counsellor Education and Supervision, 47(3), 207-221. doi:10.1002/j.1556-6978.2008.tb00052.x
Copur-Gencturk, Y. (2021). Knowledge for teaching mathematics: Its relationship to teachers' pedagogical and instructional practices. Journal of Mathematics Teacher Education, 24(4), 523-544. doi:10.1007/s10857-019-09442-6
Cowin, L. S., Johnson, M., Wilson, I., & Borgese, K. (2013). The professional identity of nurses in Australia: A national survey. Journal of Nursing Management, 21(7), 847-857. doi:10.1111/jonm.12198
Day, C., & Gu, Q. (2010). The new lives of teachers. London: Routledge.
Dweck, C. S. (2017). Mindset: The new psychology of success. New York, NY: Ballantine Books.
Engelbrecht, P., Nel, M., Nel, N., & Tlale, L. D. N. (2015). Enabling inclusive education in South Africa: Teachers' views on challenges and opportunities. International Journal of Inclusive Education, 19(3), 278-292. doi:10.1080/13603116.2014.908059
Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47-65. doi:10.1080/0013188960380104
Fuller, M., Goodwyn, A., & Francis-Brophy, E. (2013). Advanced skills teachers: Professional identity and status. Educational Studies, 39(2), 177-191. doi:10.1080/03055698.2012.742863
Gibson, D. M., Dollarhide, C. T., & Moss, J. M. (2010). Professional identity development: A grounded theory of transformational tasks of counsellors. Counsellor Education and Supervision, 50(1), 21-38. doi:10.1002/j.1556-6978.2010.tb00106.x
Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking "pedagogical content knowledge": Conceptualizing and measuring teachers' topic-specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372-400.
Jemielniak, D. (2012). The new knowledge workers. Studies in Higher Education, 37(5), 713-715. doi:10.1080/03075079.2012.709492
Jung, I. (2005). ICT-supported distance education in Asia: Trends and challenges. International Journal of Educational Technology, 4(3), 1-12.
Kelchtermans, G. (2009). Who I am in how I teach is the message: Self-understanding, vulnerability, and reflection. Teachers and Teaching, 15(2), 257-272. doi:10.1080/13540600902875332
Kyriakidou, O. (2012). Professional identity formation in Greek academia: Implications for diversity management. Journal of Organizational Change Management, 25(5), 764-779. doi:10.1108/09534811211254602
Mann, S., Howard, R., Nouwens, F., & Martin, K. (2008). The role of professional identity in influencing teaching practices in higher education. Higher Education Research & Development, 27(3), 225-236. doi:10.1080/07294360802244017
Mockler, N. (2011). Beyond 'what works': Understanding teacher identity as a practical and political tool. Teachers and Teaching, 17(5), 517-528. doi:10.1080/13540602.2011.602059
Molleman, E., & Rink, F. (2015). The impact of professional identity on group functioning and organizational outcomes. Journal of Occupational and Organizational Psychology, 88(3), 490-512. doi:10.1111/joop.12128
Pittman, M. L., & Foubert, J. D. (2016). Professional identity development in student affairs graduate preparation programs. Journal of Student Affairs Research and Practice, 53(4), 392-404. doi:10.1080/19496591.2016.1204308
Ro, J. (2019). Professional identity of teachers: Influences on their teaching practices. Journal of Education Policy, 34(1), 5-17. doi:10.1080/02680939.2018.1514900
Sabanciogullari, S., & Dogan, S. (2015). Professional identity development and factors affecting the formation of professional identity. Journal of Educational Sciences, 10(2), 221-235.
Sachs, J. (2001). Teacher professional identity: Competing discourses, competing outcomes. Journal of Educational Policy, 16(2), 149-161. doi:10.1080/02680930116819
Skorikov, V., & Vondracek, F. W. (2011). Career development in childhood and adolescence. International Journal of Behavioral Development, 35(3), 288-296. doi:10.1177/0165025411398189
Sutherland, L., & Markauskaite, L. (2012). Professional identity formation in higher education: A meta-analysis of the literature. Journal of Vocational Education & Training, 64(1), 47-59. doi:10.1080/13636820.2011.633559
Trede, F., Macklin, R., & Bridges, D. (2012). Professional identity development: A review of the higher education literature. Studies in Higher Education, 37(3), 365-384. doi:10.1080/03075079.2010.521237
Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics: Teaching developmentally. Boston, MA: Allyn & Bacon.
Woo, H., & Henfield, M. (2015). Professional identity and ethical standards: Navigating complexities in education. Educational Forum, 79(2), 148-158. doi:10.1080/00131725.2014.998168
Wright, R. J., Stanger, G., Stafford, A. K., & Martland, J. (2014). Teaching number: Advancing children’s skills and strategies. London: Sage.
Views:
22
Downloads:
16
Copyright (c) 2025 Gugulethu Ncube, Phillip A. Kutame, Sithabile Ntombela, Oluwatoyin Ayodele Ajani
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles are published in open-access and licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). Hence, authors retain copyright to the content of the articles.
CC BY 4.0 License allows content to be copied, adapted, displayed, distributed, re-published or otherwise re-used for any purpose including for adaptation and commercial use provided the content is attributed.
