Examining the Role of Rehearsals in Preservice Teachers’ Mathematics-Related Teaching Identity Development

This study explores the development of elementary preservice teachers’ (PSTs’) mathematics-related teacher identity through participation in rehearsals as a practice-based pedagogical tool. Data were collected from two cohorts of PSTs: one cohort engaged in rehearsals, and the other did not. Using a single-item identity measure, we quantitatively analyzed shifts in PSTs’ identities and qualitatively examined the reasons underlying these shifts. Findings indicate that both cohorts experienced positive shifts in teacher identity, with rehearsals contributing to stronger perceptions of performance and recognition. However, no statistically significant differences were found in mathematics teacher identity shifts between the two cohorts. The study highlights the importance of practical teaching experiences and suggests that increasing the frequency and complexity of rehearsals may further support identity development. Implications for teacher education programs include the need to foster competence, performance, and recognition while providing emotionally supportive environments that encourage PSTs to reflect on their evolving teacher identities.