Developing Mathematics Teachers, The transition from preservice to experienced teacher

Resumen

This longitudinal study documents the devel-
opment of mathematics teachers as they make the transition
from preservice to experienced teachers. Collaborative learn-
ing environments were created for these teachers in their
field-based classrooms during their last year in the teacher-
education program. The authors anticipated that these learn-
ing environments would prepare more effective novice teach-
ers. A comparison of baseline data with end-of-project data
indicated that the participants beliefs about the teaching and
learning of mathematics, as well as their epistemological
views, had changed; however, many participants did not base
their instructional decisions on a careful analysis of their stu-
dents thinking processes. A follow-up study revealed a more
accurate picture of the change in participants beliefs and
practices, as some of them, now experienced teachers, exceed-
ed project expectations and had become effective teachers.
Factors that either hindered or contributed to the develop-
ment of teachers practice are also identified.