Analyzing teachers’ narratives to identify potential impediments of professional development in mathematics

This study explores two experienced teachers’ identifying narratives on teaching mathematics with problems in professional development. Data is from the Partners in practice project, which aims to support transition from traditional to progressive educational practices. The study investigates narratives of these teachers and how they align with dominant discourses of teaching in the field. Analysis suggests that both teachers are squeezed between their specific pedagogical discourses and more official pedagogical Discourses. Secondly, there is an unclear connection between the teachers’ discourses as learners and as teachers of mathematics.