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This study uses questionnaires and interviews with teachers from three colleges to analyze how lived experiences of mathematics in formal education and workplaces inform beliefs and connect to narrative and working identities, including a leading professional identity linked to critical past events.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-professional-identity-of-mathematics-teachers-in-further-education-article/588726/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-professional-identity-of-mathematics-teachers-in-further-education-article/588726.png","ImageObject",300,407,{"name":42,"@type":43},"Rizky","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does the study frame professional identity for mathematics teachers?","Question",{"text":63,"@type":64},"It treats professional identity as a narrative shaped by social situations but fundamentally influenced by teachers’ personal experiences and beliefs.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why does Further Education create complexity for mathematics teachers’ identities?",{"text":68,"@type":64},"Teachers are typically expected to fulfill multiple roles, teaching varied curricula and age groups, which adds complexity to how they see themselves professionally.",{"name":70,"@type":61,"acceptedAnswer":71},"What data sources are used to examine roles and identities in the study?",{"text":72,"@type":64},"The study uses questionnaires and interviews with mathematics and numeracy teachers from three Further Education colleges.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588726,1792190519,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Dalby, D. (2017) The professional identity of mathematics teachers in further education. Adults Learning Mathematics: An International Journal, 12(1), 7-16.  \nThe Professional Identity of Mathematics Teachers in Further  \nEducation  \nDiane Dalby  \nUniversity of Nottingham  \n\u003C[ginsbdiane.dalby@nottingham.ac.uk](ginsbdiane.dalby@nottingham.ac.uk)>  \nAbs tract  \nProfessional identities may be viewed as narrative constructions in social situations but personal experiences and beliefs are fundamental influences in their development. Within Further Education colleges in England, mathematics teachers are typically expected to fulfil multiple roles, teaching a wide range of curricula and age groups, and this brings additional complexity to their professional identities. In this study, questionnaires and interviews with mathematics teachers in three Further Education colleges are used to examine their roles and professional identities. The findings show how teachers’ personal experiences of mathematics, in formal education and the workplace, influence their beliefs and are linked to their narrative and working identities. These teachers enact complex and varied roles but develop a ‘leading professional identity’ that can be linked to significant critical events in the past.  \nKey words: professional identities, personal experiences, beliefs, workplace  \nIntroduction  \nThe division of upper secondary education in England at age 16 years into distinct academic and vocational pathways has led to the development of distinctly different types of curricula and assessment for post-16 students. Over the last two decades a series of different post-16 mathematics qualifications have been used to enhance the mathematical skills of vocational students, with a focus on skills for life and work, but with titles involving the terms numeracy, skills or mathematics (e.g. Key Skills, Adult Numeracy, functional mathematics) . In a recent review of the mathematics workforce in Further Education (Hayward & Homer, 2015) teachers identified themselves as being either numeracy or mathematics teachers, even though the Adult Numeracy qualification is no longer being taught.  \nThis suggests that there are at least two distinct types of professional identity amongst teachers in Further Education who might all be considered broadly as teaching some form of mathematics. Whether this distinction arises from their role, in terms of the subjects or age group that they teach, or a personal affinity influenced by other sociocultural factors, it is clear that the workforce does not have a single professional identity. Furthermore, Hayward and Homer (2015) conclude that there is insufficient reliable data, which leaves questions unanswered about the functions carried out by these teachers and their professional development needs.  \nThe aim of this paper is to explore both the roles carried out and the professional identities constructed by a sample of mathematics and numeracy teachers from three general Further Education colleges, in order to gain a better insight into the expectations placed on them in the workplace and their professional development needs. The research will also explore the backgrounds of those teaching mathematics or numeracy in Further Education and indicate key areas to be considered in recruitment and pre-service teacher education. In view of the shortage of mathematics teachers in England, particularly in Further Education, the study provides some  \nVolume 12(1)– 2017 7  \nvaluable insight to inform the development of effective policies for future recruitment and training. The research seeks to address the following questions:  \n• What roles are carried out by mathematics and numeracy teachers in Further Education colleges?  \n• How can the professional identities of these teachers be described?  \n• What are the implications for the recruitment, training and professional development of mathematics teachers in Further Education?  \nBackground  \nThe pro","cbCaih0r5PhGftwj","https://ap.wps.com/l/cbCaih0r5PhGftwj","pdf",218554,"English","# Introduction\n## Background\n## Research questions","[{\"question\":\"How does the study frame professional identity for mathematics teachers?\",\"answer\":\"It treats professional identity as a narrative shaped by social situations but fundamentally influenced by teachers’ personal experiences and beliefs.\"},{\"question\":\"Why does Further Education create complexity for mathematics teachers’ identities?\",\"answer\":\"Teachers are typically expected to fulfill multiple roles, teaching varied curricula and age groups, which adds complexity to how they see themselves professionally.\"},{\"question\":\"What data sources are used to examine roles and identities in the study?\",\"answer\":\"The study uses questionnaires and interviews with mathematics and numeracy teachers from three Further Education colleges.\"}]","The Professional Identity of Mathematics Teachers in Further Education - article | PDF",1792065818,25]