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The journey of a female Mathematics teacher in constructing her beginner teacher identity
Dissertation (MEd)--University of Pretoria 2020.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2021
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| _version_ | 1867613608902393856 |
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| access_status_str | Open Access |
| author2 | Woest, Yolandi |
| author_browse | Woest, Yolandi |
| author_facet | Woest, Yolandi |
| collection | Thesis |
| dc_rights_str_mv | © 2021 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria 2020. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/80430 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:51.633Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/80430 The journey of a female Mathematics teacher in constructing her beginner teacher identity Woest, Yolandi Claassen, Elriza UCTD Beginner teacher identity Constructing Female Mathematics South Africa Education theses SDG-04 Education theses SDG-05 Education theses SDG-08 Dissertation (MEd)--University of Pretoria 2020. This study asked the question of how I constructed my beginner teacher identity as a female Mathematics teacher and why my journey unfolded in the way it did. With regards to beginner teacher identities I used work from Morrison (2013), Pennington & Richards (2015), Ballentyne & Grootenboer (2012) and Beijaard, Meijer & Verloop (2004). For work on the beginner female STEM teachers, I used authors including Spangenberg & Myburgh (2017), Else-Quest et al. (2013), Stromquist et al. (2013), Ahlqvist et al. (2013) and Rodriguez et al. (2017). These concepts were key to the understanding of this study. An Interpretivist epistemological paradigm underpinned this study (Wagner, Kawilich & Garner 2012). The conceptual lens used in this study was designed employing tenets of the Social Identity Theory of Tajfel & Turner (1979) as well as Albert Bandura’s Self-Efficacy Theory (1994). I followed a qualitative research approach and autoethnography as research design whereby the I, the researcher was also the sole participant of the study (Ellis, 2009). Co-constructors of knowledge were involved in this study to corroborate my personal. They comprised of close family members and a friend. Data generation methods included self-reflexive narratives about my experiences as a beginner teacher and my researcher’s journal. Furthermore, I conducted semi-structured, face-to-face interviews with the co-constructors. In analysing my data, I used the method of thematic analysis whereby I would read my data and identify suitable themes based on my two secondary research questions. The main findings of the study showed that I faced situations that went against my pre-conceived expectations, formed in part by my family members and that the construction of my beginner teacher identity involved a process wherein I had to accept elements of my out-group as part of my in-group (Tajfel & Turner, 1979) to achieve a satisfied social identity. pt2021 mi2026 Humanities Education MEd Unrestricted SDG-04: Quality education SDG-05: Gender equality SDG-08: Decent work and economic growth 2021-06-22T12:29:03Z 2021-06-22T12:29:03Z 2021/04/22 2020 Dissertation Claassen, E 2020, The journey of a female Mathematics teacher in constructing her beginner teacher identity, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/80430> A2021 http://hdl.handle.net/2263/80430 en © 2021 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Beginner teacher identity Constructing Female Mathematics South Africa Education theses SDG-04 Education theses SDG-05 Education theses SDG-08 The journey of a female Mathematics teacher in constructing her beginner teacher identity |
| title | The journey of a female Mathematics teacher in constructing her beginner teacher identity |
| title_full | The journey of a female Mathematics teacher in constructing her beginner teacher identity |
| title_fullStr | The journey of a female Mathematics teacher in constructing her beginner teacher identity |
| title_full_unstemmed | The journey of a female Mathematics teacher in constructing her beginner teacher identity |
| title_short | The journey of a female Mathematics teacher in constructing her beginner teacher identity |
| title_sort | journey of a female mathematics teacher in constructing her beginner teacher identity |
| topic | UCTD Beginner teacher identity Constructing Female Mathematics South Africa Education theses SDG-04 Education theses SDG-05 Education theses SDG-08 |
| url | http://hdl.handle.net/2263/80430 |