|
|
|
Addressing the Mathematics-Specific Needs of Beginning Mathematics Teachers by Edward Britton - 2012This chapter draws from recent qualitative studies of nine mathematics-specific induction programs around the country and abroad. Half of the U.S. programs were created with support from the National Science Foundation to specifically serve mathematics novices; the other programs served beginning teachers of all subjects and grades and included program strategies focused on mathematics-specific needs of their beginning secondary teachers. The chapter explores the mathematics-specific needs of beginning mathematics teachers, the strengths and challenges of programs aimed at addressing such needs, and dimensions to be considered in matching mathematics mentors with mentees and training the mentors. The chapter closes by noting the implications for induction policies. To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 111. No. 2. |
|
|
|
- Edward Britton
WestEd
E-mail Author
EDWARD (TED) BRITTON is associate director of the STEM Program at WestEd. His research foci include teacher induction, comparisons of STEM education in state, national, and international contexts, and external evaluation of STEM programs and projects. His recent publications include “STEM Teachers in Professional Learning Communities: A Knowledge Synthesis” (2011, National Commission on Teaching and America’s Future and WestEd) and “Induction Programs and Beginning Science Teachers” (2009, in The Continuum of Secondary Science Teacher Preparation, Sense Publications).
|
|
|
|
|
Email this article
Print this article
Post a Comment
