ERIC Number: ED471772
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
Understanding Novice Teachers: Contrasting Cases.
Barrett, Jeffrey E.; Jones, Graham A.; Mooney, Edward S.; Thornton, Carol A.; Cady, JoAnn; Olson, Jo
This study examined the classroom practice and beliefs of two novice teachers, Anne and Rachel, during the first year of their involvement in Project PRIME, a district-wide development program. Using accounts of practice (Simon & Tzur, 1999), the professional developer interviewed and observed the two novice teachers throughout the school year and established a hypothetical learning trajectory as part of their professional development. By the end of the first year, neither teacher's classroom practice reflected the goals of PRIME: using worthwhile mathematical tasks, questioning and promoting student's thinking. However, their practice was observably different and so were their beliefs about teaching. Anne's practice was consistent with the literature's characterization of a novice teacher, while Rachel's aligned more with that of a veteran teacher. These differences between these novice teachers proved to be an on-going challenge for professional development. (Author)
Descriptors: Elementary Education, Knowledge Base for Teaching, Mathematics Education, Preservice Teachers, Professional Development, Teacher Attitudes
ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free).
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A