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dc.contributor.author Gainsburg, Julie en
dc.date.accessioned 2013-12-16T18:44:08Z en
dc.date.available 2013-12-16T18:44:08Z en
dc.date.issued 2012 en
dc.identifier.citation Journal of Mathematics Teacher Education 15(2), 1-21 (2012) en
dc.identifier.issn 1386-4416 en
dc.identifier.uri http://hdl.handle.net/10211.3/98385 en
dc.description.abstract A major research concern for teacher education is the impact of university credentialing programs on K-12 teaching and the disjuncture between university-promoted practices and what teachers actually do in their classrooms. In particular, mathematicscredential programs typically promote reform-oriented methods, while mathematics teaching in the US remains largely traditional. Proposed explanations for the limited uptake of university-promoted mathematics-teaching methods have included new teachers' struggle to bridge the "two worlds" of the university and school, the relative difficulty of reform-oriented teaching, and the failure of the standard teacher-preparation model that teaches general pedagogical concepts prior to specific teaching tools and practices. In this study, interviews of 19 first- through 4th-year secondary-level mathematics teachers' graduates of a single credential program—investigated the factors, internal and external to the credential program, that these teachers perceived to support or impede their implementation of certain university-taught practices. The findings are used to examine previously proposed explanations for limited uptake, and recommendations are made for credential programs and employing schools. en
dc.format application/pdf en
dc.format.extent 25 pages en
dc.language.iso en en
dc.publisher Springer, Netherlands en
dc.rights Copyright 2012 en
dc.subject Mathematics teacher education en
dc.subject Preservice teacher education en
dc.subject Impact of teaching en
dc.subject Credential program en
dc.title Why new mathematics teachers do or don't use practices emphasized in their credential program. en
dc.type Project en


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