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Less experienced mathematics teachers report what is wrong with their professional support system 6

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Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; Taylor & Francis 46Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Related works: 1 40 Julie Cwikla 6 []Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Teaching, Mathematics -- -- -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:

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Action note: In: Teachers and Teaching: theory and practice 10 (2) : 2004. pp. 181-197 Summary: Other editions:

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Item type	Current location	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Book	PLM	PLM Periodicals Section	Periodicals	LB 2840 T448x (Browse shelf)	Available		PER 895 L

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ABSTRACT : Teachers with seven years of teaching experience or less (n = 10) participating in a large‐scale mathematics professional development program in the United States were interviewed. The goal of this qualitative study was to better understand less experienced teachers' reactions to professional development and professional support in the teaching profession. The interview data indicate that these less experienced mathematics teachers are not satisfied with their mentors orcollaboration in their department and would welcome opportunities for classroom observations. In addition, these teachers were disappointed and surprised at their more experienced peers' lack of mathematics content knowledge. The results of this study have direct implications for the structure and philosophy for professional development to better serve incoming and less experienced teachers. 56

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