The Role of University-Based Induction in Beginning Elementary Teacher Enactment of Effective Mathematics Teaching

Autor/inn/en	Schwartz, Catherine Stein; Ticknor, Anne Swenson
Titel	The Role of University-Based Induction in Beginning Elementary Teacher Enactment of Effective Mathematics Teaching
Quelle	In: Teacher Development, 22 (2018) 3, S.394-407 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2018.1450778
Schlagwörter	Beginning Teachers; Elementary School Teachers; Teacher Effectiveness; Mathematics Instruction; Mathematics Teachers; Beginning Teacher Induction; Elementary School Mathematics; Mentors; Faculty Development; Mixed Methods Research; Expertise; Workshops; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathematics lessons; Mathematikunterricht; Mathematics; Mathematik; Elementare Mathematik; Schulmathematik; Expert appraisal; Lernwerkstatt; Schulung
Abstract	The purpose of this paper is to describe the school-based contextual constraints perceived by beginning elementary teachers as they attempted to enact their visions of effective mathematics teaching and the components of a mathematics-specific, university-based induction program designed to support elementary teachers in their teaching of mathematics. A significant number of beginning teachers in the program indicated that curriculum pacing guides and grade level teachers often discouraged their enactment of effective mathematics teaching. We describe the components of the induction program in general and then discuss the specific ways that program mentors, who were elementary teachers with expertise in mathematics teaching, supported beginning teachers in navigating the constraints identified. Data suggest that supporting teachers' pedagogical agency to navigate local school contexts should be an additional consideration in teacher preparation and induction programs. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01