Beginning Teachers' Perspectives on Attributes for Teaching Secondary Mathematics: Reflections on Teacher Education

From Section:
Beginning Teachers
May. 15, 2015

Source: Mathematics Teacher Education and Development, Vol 15, No. 2, 2013.

The purpose of this study was to understand what factors beginning secondary mathematics teachers attribute their success to in the classroom, regardless of their preparation program.

Further description of how and when beginning teachers reported acquiring important teaching attributes provides a perspective on how they make the transition to teaching. A large-grain analysis of critical developmental moments, pre-, during, or post-program, contributes to the conversation about teacher education, highlighting valuable aspects of the preparation process for beginning teachers.

The results have implications for informing the types of students mathematics education programs should try to attract or recruit. In addition, the results also provide information regarding defining areas on which teacher education programs should focus and where practicum or internship components might be incorporated into the preparation process.

Updated: Jun. 17, 2018
Attitudes of teachers | Beginning teachers | Mathematics teachers | Pedagogical content knowledge | Reflection | Secondary school teachers