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

Maria Teresa Tatto, Michael C. Rodriguez, Mark Reckase

Research output: Contribution to journalArticle

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
StateAccepted/In press - 2020
Externally publishedYes

Keywords

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

ASJC Scopus subject areas

  • Education

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