In this article I explore the interaction between the subject-matter contexts of a fifth-grade teacher's work and her identity as a teacher and learner. Arguing that her identity as a teacher and as a learner about teaching differed substantially in mathematics compared with literacy, I consider interactions among this teacher's identity, the subjects she taught, and her learning from and about reform. The article illuminates how subject-matter-sensitive differences in her identity as a teacher and as a learner influenced the very different learning opportunities, as well as the substantial differences in her stance as a learner, in mathematics compared with literacy. These differences in her learning contributed to substantial variation in her enactment of reform in mathematics compared with literacy.
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James P. Spillane (2000) studied this question.
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