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Change in beliefs after first-year of teaching: The case of Turkish national curriculum context
ARTICLE

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International Journal of Educational Development Volume 29, Number 3 ISSN 0738-0593 Publisher: Elsevier Ltd

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.

Citation

Haser, Ç. & Star, J.R. Change in beliefs after first-year of teaching: The case of Turkish national curriculum context. International Journal of Educational Development, 29(3), 293-302. Elsevier Ltd. Retrieved November 17, 2019 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2008.08.007

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