Investigation of documentational geneses processes of mathematics teachers during their pre-service and in-service lives

Although the role of the teacher in the learning environment changes in the education system from past to present, it is a constant fact that the teacher is one of the most important factors of education and there are many tasks to perform. One of the tasks expected from teachers today is to raise individuals with mathematical, scientific, technological and digital competencies. In order to raise individuals with the required competencies, teachers need to organize learning environments that can meet this need. While teachers organize such learning environments, they use many different resources such as textbooks, any software, feedback from students, and discussions with colleagues. Choosing the resources to use when preparing a learning environment for mathematics teachers starts with university education and continues throughout their service lives. In this study, all kinds of resources used by mathematics teachers during the practise teaching during their undergraduate education and their service lives, both during the course preparation process and during the lessons, and the reasons for teachers to choose these resources were investigated. As a theoretical framework, a documentational approach to didactics based on interactions between teachers, resources, and factors affecting teachers' professional development was used. In this context, the aim of the study is to reveal the similarities and differences between the documentational geneses processes that teachers create during their practise teaching in the senior year of education faculty and during their services. For the aim of the research, a case study design, which is one of the qualitative research methods, was used. The data were collected in accordance with the documentational approach to didactics using the "Reflective Investigation" data collection method. The study group of the research is two middle school mathematics teachers, determined by criterion sampling method of purposeful sampling methods. The criteria used in determining the sample are as follows: (1) the teachers to have participated in the research process during the practise teaching period, (2) the teachers to be able to expresses themselves clearly (3) the teachers to have been started their services, (4) the teachers to be willing to participate in the research. Although the participants completed their practise teaching periods in public school, they started their services one in a public school and the other in a private school. The findings obtained from the research were analysed with the content analysis method, which is one of the qualitative data analysis methods, and the similarities and differences of documentational formation processes between the practise teaching period and service life were revealed for each teacher. Three main categories that affect teachers' documentational geneses processes were determined in the content analysis: (1) Resources of university education, (2) resources of professional experience, (3) resources from personal inferences during their student years. The relationships between the sub-categories belonging to these three main categories emerging in the research and their relations with each other were discussed.