Early career mathematics teachers: Concepts, methods, and strategies for comparative international research

Maria Teresa Tatto, Michael C. Rodriguez, Mark Reckase

Research output: Contribution to journalArticlepeer-review

Abstract

In this article, we report on the challenges entailed in the development of concepts, methods, and strategies for designing and implementing a cross-national research study of the first-years of school-mathematics teaching, including an exploration of how beginning mathematics teachers differ in their preparation, knowledge for teaching, teaching practice, working conditions, and pupil characteristics. The study was designed as a proof-of-concept for a study of teaching and teacher education to be implemented by educationalists, teacher educators, and early career teachers as an ongoing professional endeavor. Primary among the challenges was the development of the sampling design and the construction of measures.

Original languageEnglish (US)
Article number103118
JournalTeaching and Teacher Education
Volume96
DOIs
StatePublished - Nov 2020

Bibliographical note

Funding Information:
This article reports on a proof-of-concept (PoC) research study funded by the U.S. National Science Foundation (NSF) 1 1 to develop the concepts, methods, and strategies for scaling a larger cross-national study to understand the different forces that mediate teaching and learning among early career teachers of mathematics including the influences of previous preparation, experience, knowledge, and beliefs they bring to the classroom, as well as the types of induction, mentoring, and in-service training experiences they encounter in schools. 2 2 Educationalists including teacher educators and beginning teachers from 12 countries participated in the PoC study (between 2012 and 2017): Bulgaria, Chile, England, Guatemala, Guyana, Honduras, Mexico, Peru, Philippines, Slovakia, Turkey, and the United States 3 3 seeking to address the following question: How do early career mathematics teachers differ nationally and cross-nationally in their characteristics, preparation, knowledge for teaching, teaching assignments, working conditions, teaching practice, and pupil knowledge? An additional question was directed at exploring how the obtained information could help improve teaching practice in the first years of teaching as well as teacher education for future mathematics teachers.

Funding Information:
The research reported in this article was supported by a grant from the U.S. National Science Foundation under award number DRL-0910001 for the First Five Years of Teaching Mathematics (FIRSTMATH) Project (M.T. Tatto, PI). Any opinions, findings, and conclusions or recommendations expressed in this article are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Funding Information:
The research reported in this article was supported by a grant from the U.S. National Science Foundation under award number DRL-0910001 for the First Five Years of Teaching Mathematics (FIRSTMATH) Project (M.T. Tatto, PI). Any opinions, findings, and conclusions or recommendations expressed in this article are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Publisher Copyright:
© 2020 Elsevier Ltd

Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.

Keywords

  • Beginning teaching
  • Educationalist-agentic research
  • International research
  • Mathematics education
  • Professional development
  • STEM
  • Teacher education
  • UNESCO SDG4
  • Utilization-focused evaluation

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