The professional identity of teacher-researchers in mathematics

Stéphanie Bridoux (1) , Martine de Vleeschouwer , Nicolas Grenier-Boley (1) , Rita Khanfour Armalé (1) , Nathalie Lebrun (1) , Zoé Mesnil (1) , Céline Nihoul (1)

1 LDAR (URP_4434) - Laboratoire de Didactique André Revuz

We are interested in the professional identity of teacher-researchers and in particular the influence of their discipline on their teaching practices. In this article, we present a multidisciplinary research based on this issue and report on its results for teacher-researchers in mathematics. First, we introduce the concept of professional identity in order to clarify our research problem. Then, we present our methodology and illustrate our results with excerpts from interviews with teacher-researchers from various institutions in France and Belgium. We compare these results with those obtained with teacher-researchers in physics and suggest some perspectives.

Mots clés: teachers' and students' practices at university level; preparation and training of university mathematics teachers; teacher; researchers; professional identity.

Domaines: Education

Stéphanie Bridoux, Martine de Vleeschouwer, Nicolas Grenier-Boley, Rita Khanfour Armalé, Nathalie Lebrun, et al.. The professional identity of teacher-researchers in mathematics. INDRUM 2020, Université de Carthage, Université de Montpellier, Sep 2020, Cyberspace (virtually from Bizerte), Tunisia. ⟨hal-03113857⟩