Emerging and potential methodologies in research on mathematics-related teacher identity

Subject-specific teacher identities have been widely studied across disciplines, with mathematics-related teacher identity being a particularly productive research area. This area has offered valuable insights into how teachers’ identities shape their practices, particularly in efforts to make mathematics more accessible for all learners. However, given the complexity and evolving nature of teacher identity, a key question remains: How can we continue to study it effectively? Recent reviews on mathematics-related teacher identity highlight a strong reliance on qualitative methodologies, often employing conventional data collection and analyses methods, and have called for greater methodological innovation to address previously overlooked issues. In response, this chapter explores emerging and potential methodologies, notably participatory and arts-based approaches, as well as those concerned with the study of collective identities, and discusses their affordances. With this chapter, we hope to open a space for conversation and new avenues for how we can achieve more nuanced and comprehensive understanding of mathematics-related teacher identity.