ERIC Number: EJ701622
Record Type: Journal
Publication Date: 2004-Feb-1
Reference Count: 22
Beliefs and Perspectives of First-Year, Alternative Preparation, Elementary Teachers in Urban Classrooms
Hart, Lynn C.
School Science and Mathematics, v104 n2 p79 Feb 2004
Results from an earlier study (Hart, 2002) suggested that a group of 14 teachers participating in an alternative preparation program for elementary teachers had developed beliefs that were consistent with current thinking in mathematics education. The current study follows 8 of those teachers into their first year of teaching in an urban classroom. Qualitative data were collected from three sources: reflection logs, mathematics case discussions, and field notes made during classroom observations. This provided a triangulation of perspectives: the teachers' views of themselves, the teachers' views of others, and the university faculty member's view of them. Also, teachers completed the Standards Belief Instrument (Zollman & Mason, 1996) at the end of Phase I and at the end of Phase II. Results from the instrument and the qualitative analysis suggest that the teachers maintained a strong reform perspective in their beliefs, but they were unable to consistently implement pedagogy that was consistent with those beliefs.
Descriptors: Mathematics Instruction, Teaching Methods, Teacher Attitudes, Elementary School Teachers, Alternative Teacher Certification, Beginning Teachers, Beliefs, Urban Schools, Preservice Teacher Education, Educational Change, Attitude Change
School Science & Mathematics Association, The Ohio State University, 238 Arps Hall, 1945 North High Street, Columbus, OH 43210-1172. Web site: http://www.ssma.org.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: United States