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Who Am I as a Math Teacher? How Early-Career Teachers Negotiate Their Mathematics Teaching Identity in Context
Who Am I as a Math Teacher? How Early-Career Teachers Negotiate Their Mathematics Teaching Identity in Context
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152642
- ISBN
- 9798384025450
- DDC
- 370
- 저자명
- Condon, Lara.
- 서명/저자
- Who Am I as a Math Teacher? How Early-Career Teachers Negotiate Their Mathematics Teaching Identity in Context
- 발행사항
- [Sl] : University of Pennsylvania, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 163 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
- 주기사항
- Advisor: Remillard, Janine T.
- 학위논문주기
- Thesis (Ph.D.)--University of Pennsylvania, 2024.
- 초록/해제
- 요약Many elementary teachers enter the profession with anxieties about teaching mathematics that can impact their approaches to math instruction. Though teacher education programs often strive to alleviate these anxieties, the process of learning to teach math is complex, and novice teachers often enter the field with little support for continued learning. As such, it can become difficult for early-career teachers to continue to develop and sustain positive mathematics teaching identities towards responsive instructional practices. This three-part study seeks to understand how early-career teachers negotiate their own mathematics teaching identities in different organizational contexts and with different learning supports. This study contributes to the current body of research on early-career teachers' identity development as they enter the field by introducing a dynamic systems model of mathematics teaching identity and using this framework to explore ECTs' developmental trajectories in different school contexts and with different learning supports. Using multi-modal data collected from teachers in their first three years of teaching at different schools across the United States, this study applies comparative qualitative case studies along with Epistemic Network Analysis to understand the complex dimensions of early-career teachers' experiences teaching mathematics. Findings from this study offer insights into the design of professional learning structures and school-based organizational systems that support early-career teachers to enact high-quality mathematics instruction.
- 일반주제명
- Teacher education
- 일반주제명
- Mathematics education
- 일반주제명
- Elementary education
- 키워드
- Identity
- 기타저자
- University of Pennsylvania Education
- 기본자료저록
- Dissertations Abstracts International. 86-02A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798384025450
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aCondon, Lara.
■24510▼aWho Am I as a Math Teacher? How Early-Career Teachers Negotiate Their Mathematics Teaching Identity in Context
■260 ▼a[Sl]▼bUniversity of Pennsylvania▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a163 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-02, Section: A.
■500 ▼aAdvisor: Remillard, Janine T.
■5021 ▼aThesis (Ph.D.)--University of Pennsylvania, 2024.
■520 ▼aMany elementary teachers enter the profession with anxieties about teaching mathematics that can impact their approaches to math instruction. Though teacher education programs often strive to alleviate these anxieties, the process of learning to teach math is complex, and novice teachers often enter the field with little support for continued learning. As such, it can become difficult for early-career teachers to continue to develop and sustain positive mathematics teaching identities towards responsive instructional practices. This three-part study seeks to understand how early-career teachers negotiate their own mathematics teaching identities in different organizational contexts and with different learning supports. This study contributes to the current body of research on early-career teachers' identity development as they enter the field by introducing a dynamic systems model of mathematics teaching identity and using this framework to explore ECTs' developmental trajectories in different school contexts and with different learning supports. Using multi-modal data collected from teachers in their first three years of teaching at different schools across the United States, this study applies comparative qualitative case studies along with Epistemic Network Analysis to understand the complex dimensions of early-career teachers' experiences teaching mathematics. Findings from this study offer insights into the design of professional learning structures and school-based organizational systems that support early-career teachers to enact high-quality mathematics instruction.
■590 ▼aSchool code: 0175.
■650 4▼aTeacher education
■650 4▼aMathematics education
■650 4▼aElementary education
■653 ▼aComplex dynamic systems
■653 ▼aEarly-career teachers
■653 ▼aElementary mathematics
■653 ▼aIdentity
■653 ▼aTeacher development
■690 ▼a0530
■690 ▼a0524
■690 ▼a0280
■71020▼aUniversity of Pennsylvania▼bEducation.
■7730 ▼tDissertations Abstracts International▼g86-02A.
■790 ▼a0175
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17163239▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
