From College Freshman to Secondary Mathematics Teachers: Longitudinal Case Studies Based on an Analysis of Knowledge, Beliefs, Goals, and Behaviors.
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| Title: | From College Freshman to Secondary Mathematics Teachers: Longitudinal Case Studies Based on an Analysis of Knowledge, Beliefs, Goals, and Behaviors. |
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| Language: | English |
| Authors: | Artzt, Alice F., Curcio, Frances R. |
| Peer Reviewed: | N |
| Page Count: | 29 |
| Publication Date: | 2003 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Descriptors: | Attitudes, Educational Change, Mathematics Instruction, Mathematics Teachers, Preservice Teachers, Professional Development, Secondary Education, Teacher Behavior, Teacher Education Curriculum |
| Geographic Terms: | U.S.; New York |
| Abstract: | The purpose of this study is to trace the learning, dispositions, and professional development of the first group of preservice secondary mathematics teachers as they make transitions from college freshmen to student teachers to first year teachers. Research questions are addressed as: (1) How participants' knowledge, beliefs, and goals are affected by their experiences in an innovative, reform-based, four-year secondary mathematics teachers preparation program that engages them in a variety of learning communities, then how these cognitions are revealed in their instructional practice as student teachers and as certified classroom teachers; and (2) how participants' behaviors are as undergraduate college students related to their behaviors as certified secondary mathematics teachers and the behaviors they expect from students in their school-level classes. Based on the findings from the study, implications for preservice secondary mathematics teacher preparation programs are proposed in this paper. (KHR) |
| Notes: | Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 22, 2003). |
| Journal Code: | RIEJAN2004 |
| Entry Date: | 2004 |
| Accession Number: | ED476651 |
| Database: | ERIC |
| Abstract: | The purpose of this study is to trace the learning, dispositions, and professional development of the first group of preservice secondary mathematics teachers as they make transitions from college freshmen to student teachers to first year teachers. Research questions are addressed as: (1) How participants' knowledge, beliefs, and goals are affected by their experiences in an innovative, reform-based, four-year secondary mathematics teachers preparation program that engages them in a variety of learning communities, then how these cognitions are revealed in their instructional practice as student teachers and as certified classroom teachers; and (2) how participants' behaviors are as undergraduate college students related to their behaviors as certified secondary mathematics teachers and the behaviors they expect from students in their school-level classes. Based on the findings from the study, implications for preservice secondary mathematics teacher preparation programs are proposed in this paper. (KHR) |
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