Change in beliefs after first-year of teaching: The case of Turkish national curriculum context |
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| Authors: | Çi?dem Haser Jon R Star |
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| Institution: | 1. Department of Elementary Education, Middle East Technical University, Inonu Bulvari, ODTU 06531, Ankara, Turkey;2. Graduate School of Education, Harvard University, 442 Gutman Library, 6 Apian Way, Cambridge, MA 02138, USA |
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| Abstract: | The impact of national curriculum context on mathematics related beliefs of 12 beginning middle grades mathematics teachers was investigated after the teacher education program and first-year teaching through interviews and a combination of three belief frameworks. National curriculum requirements, lack of effective mentoring programs, and preservice tutoring experiences were detected as the major factors impacting beliefs. Participants simultaneously had teacher-centered and student-centered beliefs, causing inconsistency in beliefs and practices. While participants’ preservice and first-year experiences contrasted, they developed contextual beliefs to deal with the difficulties. Reflections on teacher education and beginning teacher support policies in national curriculum contexts were discussed. |
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| Keywords: | National curriculum Beginning teachers Teacher education Beliefs Mathematics teaching |
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