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Teaching A-level in early career. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day conference, University of Reading, UK, November 7, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 108-113 (2016).
Summary: Teachers in England typically begin their substantive posts with little experience of teaching advanced mathematics. This project investigates the question ‘How, and with what effects, are early career teachers inducted into teaching A-level mathematics?’ through five longitudinal case studies. Data has been collected over two years from lesson observations and interviews with teachers and department heads. Early thematic analysis suggests that A-level teaching in early career is viewed as an incentive over core teaching, a contrast that offers motivation and relief through its change of work conditions. Participants report distinct demands in preparation but also that they develop insights into the complexities of teaching and learning, and gain from rehearsing complex activities. Development of A-level teaching relies on key messages and informal teacher conversations, often more focused on managerial aspects than mathematics pedagogy.
Classification: D39
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