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Summary

This study will extend our understanding of how beliefs and other contextual factors influence teaching practice over time, which will have implications for preservice teacher education and professional development as well as school-based support systems for teachers.

The project will shed light on what happens to teachers when they leave our teacher education programs and are faced with the realities of school classrooms, allowing us to learn what residue remains from the teacher education program and which influences predominate in shaping teachers' instructional practices and beliefs.

Abstract

Principal investigator Denise Spangler will conduct a follow-up study with eight teachers she previously studied when they were in a teacher preparation program through their second year of teaching. They now have over 10 years of teaching experience, and thus should be relatively stable in terms of their identities as teachers. The research questions are built from the original study and include:

  • What is the nature of teachers' mathematics teaching practice?
  • What are the teachers' beliefs about the nature of mathematics, mathematics teaching, and mathematics learning?
  • How are their practices and beliefs similar to or different from what was documented in the original study?
  • To what do the teachers attribute any changes?
  • What pedagogical dilemmas arise in the teaching of mathematics for these teachers and how do they resolve them?

Sponsorship

Spencer Foundation
$50,000

Highlights

  • Funded by the Spencer Foundation

Principal Investigator

Denise A. Spangler
  • Dean, College of Education

  • Bebe Aderhold Professor in Early Childhood Education, Department of Mathematics and Science Education (Mathematics Education)

Active Since

July 2014