Session Information
PRE_B2, Preconference; Paper Session B2
Paper Session
Contribution
Method
Expected Outcomes
References
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching, Teachers College Record, 103, 1013-1055. Flores, M.A. & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multiperspective study. Teaching and Teacher Education, 22, 219-232. Haser, C. (2006). Investigation of Preservice and Inservice Teachers’ Mathematics Related Beliefs in Turkey and the Perceived Effect of Middle School Mathematics Education Program and the School Contexts on these Beliefs. Unpublished Ph.D. Dissertation, Michigan State University. Miles, M.B. & Huberman, A.M.(1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.).Thousand Oaks: Sage. Raymond, A.M. (1997). Inconsistency between a beginning elementary school teacher’s mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28, 550-577. Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54, 143-178. Wildman, T.M., Niles, J.A., Magliaro, S.G., McLaughlin, R.A. (1989). Teaching and learning to teach: The two roles of beginning teachers. The Elementary School Journal, 89, 471-493.
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