The story of leading mathematics teachers from teacher‐trainees to key positions

Datos Bibliográficos

ID12215157
AutoresDorit Patkin (0000-0002-0163-6364, Kibbutzim College of Education, Technology and the Arts), Dvora Gesser (Kibbutzim College of Education, Technology and the Arts, autor de correspondencia)
Año2009
Volumen22
Número5
Páginas527-548
Fecha de publicación2009-08-18
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaInternational Journal of Qualitative Studies in Education (JOURNAL)
Identificadores de la revistaISSN: 0951-8398 • E-ISSN: 1366-5898
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/09518390903048792
OpenAlexW1984134020
IdiomaEN
Referencias citadas9

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

Class (philosophy · Context (archaeology · Graduation (instrument · Mathematics education · Pedagogy · Personality · Professional development · Sociology · Wish · Collaborative Teaching and Inclusion · Computer Science · Mathematics · Psychology · Social Psychology · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation