Section archive - Beginning Teachers

This study focuses on understanding the types of instances that beginning teachers need to notice during instruction, how they currently respond to these instances, and how their responses potentially impact student learning. The authors use the concept pivotal teaching moment (PTM) as an opportune mathematical instances during instruction. In conclusion, the authors argue that the initial PTM framework that has resulted from this work has the potential to be used as a tool to help teachers focus on mathematically rich moments that occur during instruction and to inform teacher educators as they develop activities to support both teacher noticing and teacher decision-making.

The purpose of the present study is to investigate the growth and development of a novice teacher participating in a Continuing professional development (CPD) project. Based on the findings of the current paper, the CPD project supports the professional development of a novice teacher in three areas. First, it helps develop teaching competencies. Second, it promotes positive socialization in organization and in the profession. Finally, it facilitates the development of one’s professional identity. This study illustrates the important challenges teacher educators face in finding new ways to create learning opportunities in teaching students and novice teachers. Such opportunities would be meaningful for teacher educators in their own professional development and growth.

This article presents a literature review of peer-reviewed articles and dissertations that contribute to the theory and research of group mentoring. In this literature review, the author summarized the distinct perspectives that have been theorized and researched. He also reviewed several typologies including peer mentoring, one-to-many mentoring, and many-to-one mentoring, and many-to-many mentoring that have been identified in the research. Finally, he identified significant gaps that exist in the study of group mentoring.

This article presents the results of a mixed-methods study investigated recent graduates’ perceptions of their preparation program. The highest levels of preparation and confidence were found in the areas of professionalism, behavior management, and instruction. The lowest levels of preparation and confidence were noted in transition and teaching students whose first language was not English.Participants reported that early clinical experiences and student teaching were the most beneficial components of the program.