This is not how it should end

The role of mathematics teacher education in preparing teachers for sustainable careers

Abstract

In this paper, we reflect on the role of teacher education in preparing prospective teachers of mathematics for sustainable and rewarding careers as teachers. The basis of this reflection is the case of Alva, a teacher who, after a promising start, decided to leave the profession. Through a process of analysing Alva’s final interview before leaving teaching, we identify a set of interpretive repertoires relating to the notion of dissonance. These interpretive repertoires reveal several sources of tension for Alva some of which relate directly to the ‘ideal mathematics classroom’ promoted during Alva’s teacher education. By asking the question, what could have been different for Alva? We consider the potential implications for mathematics teacher education and for us as mathematics teacher educators.