Early career mathematics teachers: Concepts,methods, and strategies for comparative international research |
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| Institution: | 1. Arizona State University, Mary Lou Fulton Teachers College, Payne Hall 204 D, Tempe, AZ, 85297-1811, USA;2. University of Minnesota, 250 Education Sciences, 56 East River Road, Minneapolis, MN, 55455, USA;3. Michigan State University, Erickson Hall 4th Floor, East Lansing, MI, 48823, USA;1. Department of Behavioural Sciences and Learning (IBL).Linköping University, SE-581 83, Linköping, Sweden;2. Department of Social and Welfare Studies (ISV), Linköping University, SE-581 83, Linköping, Sweden;1. University of Colorado, School of Education, 249 UCB, Boulder, CO, 80309, USA;2. Michigan State University, Teacher Education, 329 Erickson Hall, East Lansing, MI, 48824, USA;1. Tampere University, Kalevantie 4, 33014, Finland;2. University of Jyväskylä, Alvar Aallon katu 9, PL 35, 40014, Finland |
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| Abstract: | In this article, we report on the challenges entailed in the development of concepts, methods, and strategies for designing and implementing a cross-national research study of the first-years of school-mathematics teaching, including an exploration of how beginning mathematics teachers differ in their preparation, knowledge for teaching, teaching practice, working conditions, and pupil characteristics. The study was designed as a proof-of-concept for a study of teaching and teacher education to be implemented by educationalists, teacher educators, and early career teachers as an ongoing professional endeavor. Primary among the challenges was the development of the sampling design and the construction of measures. |
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| Keywords: | Beginning teaching Educationalist-agentic research International research Mathematics education Professional development UNESCO SDG4 STEM Teacher education Utilization-focused evaluation |
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