Digital literacies and teacher identies of mathematics teacher in distance education process: A narrative research

Purpose: The aim of this study is to investigate how mathematics teachers who carried out their educational activities remotely during the Covid-19 Pandemic reflect their changing digital literacies and teacher identities regarding the use of digital teaching technologies before, during and after the pandemic. For this purpose, the narratives of the teachers were examined according to two periods (pre-pandemic term, during the pandemic – post-pandemic term). Method: In the study, narrative research, one of the qualitative research methods, was used. Within the framework of the research purpose, the working group consists of two teachers, one female and one male, working in different schools affiliated to the Ministry of National Education. In order to provide detailed and in-depth data collection related to the research, semi-structured interview questions were prepared by the researcher. For the analysis of teacher identities, narrative and discourse analysis methods were conducted, In addition, for the analysis of the digital literacies, content analysis was performed. Results: Starting from the findings, the sources of change in teacher identities were identified. While analyzing the changes, three themes were obtained: positive transformation process, negative transformation process and smooth transition. Within the discourse analysis, five interpretive repertoires were identified. In addition, the narratives of the teachers regarding the themes of digital literacy within the scope of the determined framework were identified and it was determined which dimension of digital literacy they reflected. Conclusion and Suggestions: As a result, it was determined that the sources of change in teacher identities were their undergraduate education, the student factor, the desire to do their job well, to do better, to have a voice in the field, the parent factor, teachers' families, colleagues and especially the use of technology, which is critical for the pandemic process. However, it was determined that both teachers had difficulty in communicating effectively, especially in the distance education process, because they could not make eye contact with students. Therefore, it is recommended to conduct action research that can improve more effective and functional communication in the distance education process. Thus, positive transformation processes can be supported.