“True to Myself”: Transforming Secondary Mathematics Teachers’ Beliefs and Practices

Given the minimal impact in the classroom from the implementation of reform movements internationally, the
question remains how researchers and teacher educators can address the learning needs of secondary
mathematics teachers. The goal was to implement research that was focused on providing an empowering space
for the advancement of teachers’ beliefs and practices. This study showed that it was possible to impact the
beliefs and practices of a group of teachers who had varying levels of loyalty to more traditional practices. This
was accomplished by considering practitioner-derived knowledge to be trustworthy and relevant. By employing
a critical and participatory research methodology informed by Kemmis and McTaggart, and by designing a
study that was framed by Fay’s three stages of empowerment, I was able to provide a space where teachers
became aware of their beliefs and practices, negotiated barriers, became more grounded in their personal
philosophical perspectives, took action to implement novel pedagogies, and knew finally “who they are” as
professionals.