Karen McDaid
Developing quality teachers of mathematics is a global concern and research into mathematics teaching, early career primary teacher identity and teacher self-efficacy often focused on teachers’ beliefs and the relationship between beliefs and teaching practice. While some studies have looked at early career teachers and mathematics, none have focused solely on pre-service teacher beliefs about their teaching identity as teachers of primary mathematics as it is constructed over the duration of the practicum. The proposed longitudinal case study aims to track the impact on self-efficacy and identity of pre-service primary teachers as they participate in their practice teaching.