Connecting Theories in a Case Study of Primary School Mathematics Teachers' Professional Identity Development

Abstract

This paper focuses on a connection between two theories used in a case study of the professional identity development of primary school mathematics teachers. The two theories connected are communities of practice and patterns of participation. The reason for the connection was the need for a framework that would make it possible to analyse both the individual and the social parts of professional identity development. In this paper, the connection is presented, illustrated briefly using empirical examples and evaluated