Characteristics of High Enjoyment Teachers of Mathematics in Primary Schools

Autor/inn/en	Russo, James; Bobis, Janette; Downton, Ann; Feng, Maggie; Hughes, Sally; Livy, Sharyn; McCormick, Melody; Sullivan, Peter
Titel	Characteristics of High Enjoyment Teachers of Mathematics in Primary Schools
Quelle	In: Mathematics Education Research Journal, 35 (2023) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Russo, James)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-021-00372-z
Schlagwörter	Elementary School Teachers; Mathematics Teachers; Psychological Patterns; Positive Attitudes; Preservice Teacher Education; Teaching Experience; Faculty Development; Teacher Attitudes; Teacher Characteristics + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Lehramtsstudiengang; Lehrerausbildung; Lehrerverhalten
Abstract	Despite teacher enjoyment of teaching being associated with a range of benefits for teachers and their students, little research exploring the characteristics of teachers who enjoy teaching mathematics exists. Semi-structured interviews were conducted with ten teachers who scored in the top third in terms of their enjoyment of teaching mathematics from a sample of 118 generalist, early-year primary school teachers. Thematic analysis of interview data revealed that negative-to-positive turning point experiences were commonplace amongst high-enjoyment primary teachers, but so too were reports of consistently positive feelings towards mathematics throughout their entire lives. While most articulated a passion for teaching mathematics, all teachers considered instances when students experienced 'light bulb' moments in their mathematical understanding that made a mathematics lesson enjoyable to teach. An important implication of our research is that one need not be a 'maths person' to come to love teaching mathematics. Rather, positive experiences in one's pre-service teacher education, or in-service teacher professional learning, have the potential to transform one's attitude towards teaching mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01