Supporting student‐centered math instruction in high‐need urban schools: The role of self‐talk in teacher identity development

Abstract

This qualitative study explores how structural factors and self‐talk mediate early career math teachers' experiences implementing student‐centered reforms in high‐need urban schools. Results indicate that implementing instructional changes can sometimes interfere with the success of classroom interaction rituals, and can contribute to internal conversations containing blame of self and students. However, various supports can help teachers develop the “ingredients” for positive, action‐oriented self‐talk, including successful interactions within reform‐oriented communities and autonomy in planning curriculum. For one of the teachers in the study, access to distance communities focused on project‐based learning combined with alterations in self‐talk supported a reform‐oriented teaching identity, instruction that values students' interests, and commitment to teaching mathematics in high‐need urban schools.