자료유형  

 학위논문

Control Number  

0017163239

International Standard Book Number  

9798384025450

Dewey Decimal Classification Number  

370

Main Entry-Personal Name  

Condon, Lara.

Publication, Distribution, etc. (Imprint  

[S.l.] : University of Pennsylvania., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

163 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-02, Section: A.

General Note  

Advisor: Remillard, Janine T.

Dissertation Note  

Thesis (Ph.D.)--University of Pennsylvania, 2024.

Summary, Etc.  

요약Many elementary teachers enter the profession with anxieties about teaching mathematics that can impact their approaches to math instruction. Though teacher education programs often strive to alleviate these anxieties, the process of learning to teach math is complex, and novice teachers often enter the field with little support for continued learning. As such, it can become difficult for early-career teachers to continue to develop and sustain positive mathematics teaching identities towards responsive instructional practices. This three-part study seeks to understand how early-career teachers negotiate their own mathematics teaching identities in different organizational contexts and with different learning supports. This study contributes to the current body of research on early-career teachers' identity development as they enter the field by introducing a dynamic systems model of mathematics teaching identity and using this framework to explore ECTs' developmental trajectories in different school contexts and with different learning supports. Using multi-modal data collected from teachers in their first three years of teaching at different schools across the United States, this study applies comparative qualitative case studies along with Epistemic Network Analysis to understand the complex dimensions of early-career teachers' experiences teaching mathematics. Findings from this study offer insights into the design of professional learning structures and school-based organizational systems that support early-career teachers to enact high-quality mathematics instruction.

Subject Added Entry-Topical Term  

Teacher education.

Subject Added Entry-Topical Term  

Mathematics education.

Subject Added Entry-Topical Term  

Elementary education.

Index Term-Uncontrolled  

Complex dynamic systems

Index Term-Uncontrolled  

Early-career teachers

Index Term-Uncontrolled  

Elementary mathematics

Index Term-Uncontrolled  

Identity

Index Term-Uncontrolled  

Teacher development

Added Entry-Corporate Name  

University of Pennsylvania Education

Host Item Entry  

Dissertations Abstracts International. 86-02A.

Electronic Location and Access  

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Control Number  

joongbu:654553