Skip to main content
main-content

2022 | Buch

Novice Mathematics Teachers’ Professional Learning

A Multi-Case Study in Shanghai

share
TEILEN
insite
SUCHEN

Über dieses Buch

This book investigates three novice high school mathematics teachers’ professional learning processes in the early stages of their careers at schools in Shanghai, China. Teacher professional learning is examined as a complex and dynamic system that connects both cognitive and situated perspectives on learning theory. Inspiring mathematics teachers to adopt student-focused pedagogies is challenging, particularly in China where tensions in teacher-centred, content-focused and examination-oriented practices are predominant. The three novice teachers who participated in this study brought different beliefs and knowledge derived from their different individual experiences to bear on their teaching practices. However, they were strongly influenced by the environments in which they taught and mainly adopted a professional learning approach to teacher-centred practices, despite reporting that they favoured student-centred teaching practices. The study also observed professional learning towards student-centred pedagogical aspects in a single teacher case with mentorship support, indicating that student-centred pedagogies may be promoted within the constraints of the existing dominant teaching practice.

Inhaltsverzeichnis

Frontmatter
Chapter 1. Introduction
Abstract
Taking complexity and teaching dynamics into consideration, this study investigates novice mathematics teachers in upper secondary schools in Shanghai from cognitive and situated perspectives on learning to assess the professional learning the teachers experienced in the early stages of their teaching and how they engaged in learning in their specific contexts. This introductory chapter briefly introduces the study’s rationale, aims, research methodology and significance, and provides an overview of the book.
Xiaoli Lu
Chapter 2. Literature Review and Theoretical Framework
Abstract
This chapter contextualises the study in relation to the theoretical literature to explain the theoretical perspectives on teacher professional learning applied throughout. It considers both cognitive and situated perspectives of learning theory. It focuses on teacher beliefs, knowledge and practices and the impact of the school as well as relationships among these aspects. Based on the literature review, it finally proposes the study’s general conceptual framework.
Xiaoli Lu
Chapter 3. Research Methodology and Study Design
Abstract
With the explicit purpose of investigating the professional learning of novice mathematics teachers in the given context, this chapter establishes the study’s research methodology and justifies it’s design. The chapter places the study within a qualitative paradigm, indicates what sort of case study approach was adopted and why, described the data collection process, illustrates how the data were analysed to address the research questions, and finally discusses the study’s validity, reliability, and ethical issues.
Xiaoli Lu
Chapter 4. The Case of Doris
Abstract
This chapter presents the case of Doris (pseudonym), who worked in a upper secondary school in District I, Shanghai. She had trained as a mathematics teacher in a four-year bachelor’s programme, a one-year practicum and a three-year master’s programme prior to beginning work in the school. During the two-year’s professional learning process, she focused on learning to teach school mathematics in ways that were consistent with the collective ideas of other teachers in the same environment while making efforts to promote students’ interest and mathematical thinking by integrating mathematical history into her teaching.
Xiaoli Lu
Chapter 5. The Case of Jerry
Abstract
This chapter presents the case of Jerry (pseudonym), who served in a key upper secondary school located in District II, Shanghai. Jerry had undergone teaching-related training in his bachelor’s programme and learned pure mathematics in his master’s programme. During the two-year’s professional learning process, his teaching emphasised students’ performance in Gaokao as demanded by the school environment.
Xiaoli Lu
Chapter 6. The Case of Tommy
Abstract
This chapter presents the case of Tommy (pseudonym), who worked in a key upper secondary school in District III, Shanghai. He did not receive any teaching-related training instead focused on learning advanced mathematics during his bachelor’s and master's programmes at university. In the two-year's professional learning process, he paid particular attention to learning how to teach mathematics in a school context and changed his original teacher beliefs accordingly. 
Xiaoli Lu
Chapter 7. The Mentorship For Doris, Jerry, And Tommy
Abstract
This chapter further investigates the mentorship that Doris, Jerry and Tommy experienced during the two-year’s professional learning. Based on the mentees’ perspective, it summarises the various mentorship in the context of Shanghai, China, and examines the opportunities and constraints that these mentorships present to novice mathematics teachers’ professional learning.
Xiaoli Lu
Chapter 8. Discussion And Conclusion Of The Study
Abstract
This chapter synthesises and discusses the main findings from the three novice teacher cases in chapters 4 to 6 to respond the study’s two research questions on (1) the learning outcomes of their professional learning in the initial two years of teaching and (2) the professional learning processes that achieve the learning outcomes in the schools in which they were situated. It then outlines the implications of the study and ends with offering several suggestions for further research.
Xiaoli Lu
Backmatter
Metadaten
Titel
Novice Mathematics Teachers’ Professional Learning
verfasst von
Xiaoli Lu
Copyright-Jahr
2022
Electronic ISBN
978-3-658-37236-1
Print ISBN
978-3-658-37235-4
DOI
https://doi.org/10.1007/978-3-658-37236-1

Premium Partner