Beginning Mathematics Teachers from Alternative Certification Programs: Their Success in the Classroom and How They Achieved It

Autor/in	Ham, Edward
Titel	Beginning Mathematics Teachers from Alternative Certification Programs: Their Success in the Classroom and How They Achieved It
Quelle	(2011), (236 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Columbia University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1244-8598-0
Schlagwörter	Hochschulschrift; Dissertation; Educational Environment; Lesson Plans; Mathematics Instruction; Teaching Methods; Classroom Techniques; Interviews; Mathematics Teachers; Alternative Teacher Certification; Beginning Teachers; Teacher Attitudes; Teacher Characteristics; Surveys; Pedagogical Content Knowledge; Cooperation; Personality; Leadership; Professional Development; Reflection; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lesson planning; Unterrichtsplanung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Interviewing; Interviewtechnik; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Lehrerverhalten; Survey; Umfrage; Befragung; Pädagogische Kompetenz; Co-operation; Kooperation; Personalität; Führung; Führungsposition; Kalifornien
Abstract	This dissertation focuses on beginning mathematics teachers from alternative certification programs and their perceptions of what is required to be successful. A mixed-methods research study was completed with several goals in mind: (1) identifying how beginning mathematics teachers define success in the classroom during their earliest years, (2) identifying what important factors, attributes, or experiences helped them achieve this success, and (3) determining where these beginning mathematics teachers learned the necessary attributes, or experiences to become successful in the classroom. A sample of beginning mathematics teachers (n = 28) was selected from an alternative certification program in California for a quantitative survey. A subsample of teachers (n = 7) was then selected to participate further in a qualitative semi-structured interview. The results of the study revealed that beginning teachers defined success in their beginning years by their classroom learning environment, creating and implementing engaging lessons, and a belief in their own ability to grow professionally as educators. Mathematics content knowledge, classroom management, collaboration with colleagues and coaches, reflection, a belief in one's ability to grow professionally as a teacher, a belief in the ability to have a positive impact on students, personality, and previous leadership experiences were several of the factors, attributes, or experiences identified as most important by the participating teachers. The participating teachers also felt that before and after, but not during, their teacher preparation program were the stages of teacher development that best instilled the necessary factors, attributes, or experiences to become successful in a mathematics classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10