Novice Mathematics Teachers Create Themselves

Autor/inn/en	Schatz Oppenheimer, Orna; Dvir, Nurit
Titel	Novice Mathematics Teachers Create Themselves
Quelle	In: Teacher Development, 22 (2018) 2, S.210-228 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2017.1385516
Schlagwörter	Beginning Teachers; Faculty Development; Professional Development; Qualitative Research; Personal Narratives; Pedagogical Content Knowledge; Teacher Attitudes; Attitudes toward Disabilities; Parent Attitudes; Parent Teacher Cooperation; Teacher Student Relationship; Mathematics Teachers; Elementary Secondary Education; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Qualitative Forschung; Erlebniserzählung; Pädagogische Kompetenz; Lehrerverhalten; Elternverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland
Abstract	This study presents a qualitative research based on three narratives written by novice mathematics teachers. We examine their unique professional world during their first year of work. The methodology of narrative framework, on which this article is based, helps to gain better understanding of the need for novice mathematics teachers to have pedagogical knowledge. Findings reveal three themes of pedagogical knowledge: the attitude of novice teachers toward students with difficulties in mathematics; parents' expectations of and involvement with novice mathematics teachers; teacher-student relations. The implications of the findings show that novice mathematics teachers are required to have not only content knowledge of mathematics but also, and above all, pedagogical knowledge. The implications of this study enable reassessment of emphases required in training mathematics teachers, as well as the assistance and support they need, especially as they launch their careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01