NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ870936
Record Type: Journal
Publication Date: 2009-Sep
Pages: 22
Abstractor: As Provided
Reference Count: 22
ISSN: ISSN-0951-8398
The Story of Leading Mathematics Teachers from Teacher-Trainees to Key Positions
Patkin, Dorit; Gesser, Dvora
International Journal of Qualitative Studies in Education (QSE), v22 n5 p527-548 Sep 2009
The present study depicts the story of three elementary school mathematics teachers who come from a different socio-economic background but have similar entrance characteristics for college studies. They have chosen teaching as their first and sole alternative and as their preferred profession in life. All three were integrated into the education system upon graduation from college and, a short time later, less than three years, are playing key roles in the field of education in addition to their teaching practice in class. The study aims to identify unique characteristics of college graduate teachers who undergo an accelerated process of professional development. Their stories illustrate that the attitude towards the discipline (love of the profession, the wish to teach it), the wish to make an impact on what is transpiring in the system, personality variables and the school context in which they work as teachers are major and significant factors in their professional growth. (Contains 1 table, 1 figure and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel