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Teacher knowledge and teacher identity in mathematics education: An interdependent model
José Carlos Piñero Charlo1, María Del Carmen Canto López2
1HUM462 - Desarrollo Profesional del Docente. Departamento de Didáctica, área de Didáctica de la Matemática, Universidad de Cádiz, Cádiz, 11510, Spain.
Open Research Europe
|March 30, 2026
Summary
This study introduces the PIK model, linking teacher knowledge and identity in math education. Understanding this connection is key for better teacher training and support.
Area of Science:
- Mathematics Education
- Teacher Professional Development
Background:
- Teacher professional knowledge and identity are crucial but often studied separately.
- Existing models lack a cohesive framework for their interdependence.
Purpose of the Study:
- To propose an integrative theoretical model (PIK model) articulating the interdependence between teacher professional knowledge and identity in mathematics education.
- To distinguish between observable professional profiles and the dynamic construction of teacher identity.
Main Methods:
- Integrative theoretical synthesis of national and international research.
- Structured search and thematic analysis of peer-reviewed articles (2015-2025) from Scopus and Web of Science.
- Drawing on MTSK model, Wenger's communities of practice, and Van Zoest and Bohl's identity framework.
Main Results:
- The PIK model graphically represents the interdependence of teacher knowledge and identity.
- Incorporates concepts like professional noticing, teacher beliefs, self-regulation, and context transfer.
- Distinguishes professional profile (competencies, knowledge) from situated, dynamic identity.
Conclusions:
- Addressing teacher identity and professional profile jointly is essential for effective teacher education.
- This integrated approach can improve initial and continuing teacher education programs, evaluation, and support systems.
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