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ERIC Number: EJ938949
Record Type: Journal
Publication Date: 2011
Pages: 39
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1099-839X
Teacher Collaboration: Implications for New Mathematics Teachers
Gellert, Laura M.; Gonzalez, Lidia
Current Issues in Education, v14 n1 2011
One increasingly popular way of supporting new teachers is through the use of mentoring. New teachers are often paired with mentors as one of a number of supports meant to aid new teachers as they begin their career. The various types of mentoring range from school based mentors assigned by the school to specialty mentors, such as math coaches. Examples of other types of supports that are thought of as separate from formal mentoring are lesson studies, professional development schools, professional development workshops supported by local universities, teacher networks and sponsored professional development. Given the popularity of policies promoting support for new teachers, we explore specific supports for new teachers in addition to characteristics of these supports by focusing on two new alternatively certified mathematics teachers in New York City. Through observations and both formal and informal interviews that span a year, we gained insight into the various influences on these two teachers' practice in mathematics and considered how these might inform future practices aimed at supporting new teachers.
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York