Teacher knowledge and teacher identity in mathematics education: An interdependent model

This article proposes an integrative theoretical model that articulates the interdependence between teacher professional knowledge and identity in mathematics education. An integrative theoretical synthesis of national and international approaches, it distinguishes the professional profile-defined by observable competencies and knowledge-from identity, which is constructed in a situated, dynamic, and reflective manner. The study draws on the MTSK model, Wenger's theory of communities of practice, and the identity framework by Van Zoest and Bohl. It incorporates recent contributions on professional noticing, teacher beliefs, self-regulation, situational awareness, and context transfer. The resulting PIK model graphically represents this interdependence, offering a coherent framework for analyzing teacher education pathways, professional decisions, and classroom practices. Methodologically, this paper is positioned as an integrative theoretical synthesis: it follows a structured search and thematic analysis, yet it does not aim to provide an exhaustive mapping of all perspectives on teacher knowledge or identity. The corpus was delimited to peer-reviewed journal articles indexed in Scopus and Web of Science, published between 2015 and 2025, in English or Spanish. From a critical perspective, the article concludes that addressing identity and profile jointly enables the design of more relevant initial and continuing teacher education programs, as well as improvements in teacher evaluation and professional support systems.