A Longitudinal Study of Novice Primary School Teachers' Knowledge and Quality of Mathematics Instruction

Autor/inn/en	Lee, Jiwon; Santagata, Rossella
Titel	A Longitudinal Study of Novice Primary School Teachers' Knowledge and Quality of Mathematics Instruction
Quelle	In: ZDM: The International Journal on Mathematics Education, 52 (2020) 2, S.295-309 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Jiwon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-019-01123-y
Schlagwörter	Longitudinal Studies; Beginning Teachers; Correlation; Educational Quality; Elementary School Teachers; Mathematics Instruction; Video Technology; Pedagogical Content Knowledge; Case Studies; Teaching Methods; Institutional Characteristics; Thinking Skills; Student Centered Learning; Classroom Observation Techniques; Teacher Effectiveness; Teacher Improvement + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Junior teacher; Junglehrer; Korrelation; Quality of education; Bildungsqualität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Pädagogische Kompetenz; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Little is known about the relationship between knowledge and instructional quality of novice primary school teachers during their first 3 years of teaching mathematics. This study utilizes the Classroom video analysis and the Mathematical quality of instruction to examine changes in beginning teachers' usable knowledge and instructional quality, respectively, and their relationship in each year. The analyses reveal positive associations between knowledge and instructional quality in the second and third year of teaching. Two case study teachers illustrate the tight link between knowledge and practice and how different school contexts provide contrasting opportunities to learn from practice, thus contributing to the different patterns of knowledge and instructional quality over time. The findings suggest that usable knowledge of student mathematical thinking at the beginning of the profession supports teacher improvement in both knowledge and practice over time if the vision of the school context is aligned with student-centered instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01