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An 'inverse' relationship between mathematics identities and classroom practices among early career elementary teachers: The impact of accountability

机译:早期职业基础教师的数学身份与课堂实践之间的“逆向”关系:问责制的影响

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摘要

This qualitative case study guided by portraiture examines the relationships between three early career elementary teachers' beliefs about themselves in relation to mathematics (mathematics identities) and their classroom practices. Through autobiographical inquiry, reflective practice, classroom observations, interviews, and artifacts, findings show that all three second grade teachers appeared to have an "inverse" relationship between their mathematics identities and their classroom practices. In this relationship, as negative as they felt about themselves with regards to mathematics, they expended that much more effort to ensure that their students would have positive experiences with it and not be stigmatized by it as they had been. Accountability to schools, students, and parents, to increase student achievement appeared to play an important role in this relationship. Implications for preservice teacher education, inservice professional development, and research on beliefs and practices are discussed.
机译:这项以肖像画为指导的定性案例研究,考察了三位早期职业基础老师关于数学(数学身份)及其课堂实践的自我信念之间的关系。通过自传体调查,反思性练习,课堂观察,访谈和人工制品,调查结果表明,所有三名二年级老师似乎在他们的数学身份和课堂实践之间都具有“逆向”关系。在这种关系中,尽管他们对数学感到很消极,但他们付出了更多的努力来确保他们的学生将对数学产生积极的体验,而不会像以往那样被它所污辱。对学校,学生和父母的问责制,以提高学生的成绩似乎在这种关系中发挥了重要作用。讨论了对职前教师教育,在职人员发展以及信仰和实践研究的影响。

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