Linking Reform-Oriented Experiences to Teacher Identity: The Case of an Elementary Mathematics Teacher

Autor/in	Jong, Cindy
Titel	Linking Reform-Oriented Experiences to Teacher Identity: The Case of an Elementary Mathematics Teacher
Quelle	In: Journal of Educational Research, 109 (2016) 3, S.296-310 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2014.947398
Schlagwörter	Elementary School Teachers; Beginning Teachers; Novices; Theory Practice Relationship; Transfer of Training; Educational Change; Teaching Methods; Case Studies; Longitudinal Studies; Professional Identity; Educational Practices; Teacher Education Programs; Grounded Theory; Phenomenology; Qualitative Research; Interviews; Observation; Massachusetts + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Theorie-Praxis-Beziehung; Training; Transfer; Ausbildung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungspraxis; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Interviewing; Interviewtechnik; Beobachtung; Master-Studiengang
Abstract	Novice teachers often have difficulty transferring what they learn in teacher education programs to classroom practice. This is especially true for elementary school teachers who are expected to teach mathematics with reform-oriented methods. The purpose of this longitudinal case study was to examine the experience of one novice elementary school teacher over a 3-year period, and understand the factors that supported her to enact a reform-oriented practice in mathematics as she transitioned from being a preservice to inservice teacher. Influential mathematics education models, her commitment to learning, and school-based contexts affected her teaching identity and practices. To conclude, an argument is made for teacher education experiences to explicitly address mathematics teacher identity to support the enactment of reform-oriented practices. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01