Beginning Mathematics Teachers' Beliefs of Subject Matter and Instructional Actions Documented over Time

Autor/inn/en	Marbach-Ad, Gili; McGinnis, J. Randy
Titel	Beginning Mathematics Teachers' Beliefs of Subject Matter and Instructional Actions Documented over Time
Quelle	In: School Science and Mathematics, 109 (2009) 6, S.338-354 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/j.1949-8594.2009.tb18103.x
Schlagwörter	Mathematics Teachers; Beginning Teachers; Teacher Attitudes; Teacher Surveys; Knowledge Base for Teaching; Pedagogical Content Knowledge; Alternative Teacher Certification; Pretests Posttests; Beliefs; Mathematics Skills; Familiarity; Academic Standards; Intention; Instructional Innovation; Educational Practices; Maryland + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Lehrerverhalten; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Belief; Glaube; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Educational Innovation; Bildungsinnovation; Bildungspraxis
Abstract	In this study we report the results of survey research that collected responses of an identical sample (31 beginning mathematics and science teachers, elementary and middle school level) that graduated from a reform-based mathematics and science teacher preparation program, the Maryland Collaborative for Teacher Preparation (MCTP). Our aim was to compare responses of the same beginning teachers over the two administrations of the survey. We administered the identical survey instrument in two separate batches spreading over nearly a four-year period (1st batch fall 1999 through fall 2001; 2nd batch summer 2002). The first administration (pre-test) was conducted soon after the beginning teachers graduated from the teacher preparation program and had not started full teaching. The second administration (post-test) was conducted after the new teachers had taught full time for a minimum of a full year, with the majority having taught for two years. The instrument was crafted to measure the constructs of interest, MCTP Teacher's Beliefs and Actions of Mathematics and Science. Results for teachers who taught for at least two years indicated that in all areas the MCTP teachers "maintained" their reform-based beliefs and actions after their induction years. These findings provide evidence for the sustainability of positive impact in the workplace resulting from a reform-based undergraduate teacher preparation program. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	School Science and Mathematics Association. Oklahoma State University, 245 Willard, Stillwater, OK 74078. Tel: 405-744-8018; Fax: 405-744-6290; e-mail: office@ssma.org; Web site: http://ssmj.tamu.edu.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10