Learner identity as an analytical tool applied to experiences in higher education: A qualitative study

Abstract

This article presents the results of a study in which the theoretical construct of "learner identity" was used as an analytical tool for examining interactions between professors and students during learning activities. A qualitative design was applied to university students majoring in mathematics pedagogy. This study concludes that the "learner identity" construct facilitates the analysis of students' own experiences and attributes as learners, and can be applied as a profound, holistic tool for understanding experiences with academic processes and meaningful people that contribute to students' reflection on their continuation or withdrawal from university programs.