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ERIC Number: EJ1103490
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1442-3901
EISSN: N/A
Challenging Transitions and Crossing Borders: Preparing Novice Mathematics Teacher Educators to Support Novice K-12 Mathematics Teachers
Yow, Jan A.; Eli, Jennifer A.; Beisiegel, Mary; McCloskey, Andrea; Welder, Rachael M.
Mathematics Teacher Education and Development, v18 n1 p52-69 2016
Sixty-nine recently graduated doctoral students in mathematics education completed a survey to determine their perceptions of transitioning from a doctoral program into an academic position at an institution of higher education. Research literature for novice mathematics school teachers was also reviewed to document their experiences transitioning from a teacher preparation program into a school teaching position. Similar transitioning experiences were found across both groups using the theoretical framework of border crossings. Findings showed that novice mathematics teacher educators needed more teaching experiences during their doctoral preparation programs as well as more mentoring during their initial years as professors. These findings are consistent with research findings on the experiences of novice K-12 mathematics teachers. The article then discusses how these findings impact the teaching and learning of mathematics across K-12 and university settings and offers suggestions for improving the transition for mathematics teacher educators into their academic roles as novice professors.
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A