How did we do? Beginning teachers teaching mathematics in primary schools.

Schuck, SR

How did we do? Beginning teachers teaching mathematics in primary schools.

Schuck, SR

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Publisher:: Routledge
Publication Type:: Journal Article
Citation:: Studying Teacher Education, 2009, 5 (2), pp. 113 - 123
Issue Date:: 2009-01

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Field	Value	Language
dc.contributor.author	Schuck, SR https://orcid.org/0000-0001-7482-0480	en_US
dc.date.issued	2009-01	en_US
dc.identifier.citation	Studying Teacher Education, 2009, 5 (2), pp. 113 - 123	en_US
dc.identifier.issn	1742-5964	en_US
dc.identifier.uri	http://hdl.handle.net/10453/12352
dc.description.abstract	This article examines the findings of a research program that investigated primary school mathematics teaching by graduates of the teacher education program at the University of Technology Sydney. The research comprised two distinct studies, one examining the experiences of student teachers in our teacher education program and the other considering the experiences of our graduates once they began to teach. I focus on what I learnt from these studies, particularly on the second one that highlights dilemmas faced by teacher educators when preparing their students for the realities of the classroom. I discuss the overwhelming nature of the experience of the first year of teaching and argue for more support from teacher educators for helping their graduates in those early days of teaching.	en_US
dc.publisher	Routledge	en_US
dc.relation.ispartof	Studying Teacher Education	en_US
dc.relation.isbasedon	https://doi.org/10.1080/17425960903306492	en_us
dc.rights	This is an Author's Accepted Manuscript of an article published in Studying Teacher Education, 2009, 5 (2), pp. 113 - 123. Copyright Routledge, available online at: https://doi.org/10.1080/17425960903306492.	en_US
dc.title	How did we do? Beginning teachers teaching mathematics in primary schools.	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	5	en_US
utslib.for	130313 Teacher Education and Professional Development of Educators	en_US
utslib.for	130306 Educational Technology and Computing	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.issue	2	en_US
pubs.volume	5	en_US

Abstract:

This article examines the findings of a research program that investigated primary school mathematics teaching by graduates of the teacher education program at the University of Technology Sydney. The research comprised two distinct studies, one examining the experiences of student teachers in our teacher education program and the other considering the experiences of our graduates once they began to teach. I focus on what I learnt from these studies, particularly on the second one that highlights dilemmas faced by teacher educators when preparing their students for the realities of the classroom. I discuss the overwhelming nature of the experience of the first year of teaching and argue for more support from teacher educators for helping their graduates in those early days of teaching.

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http://hdl.handle.net/10453/12352