Advertisement

Early-career teachers’ instructional visions for mathematics teaching: impact of elementary teacher education

  • Amanda JansenEmail author
  • Heather R. Gallivan
  • Emily Miller
Article

Abstract

The purpose of this study is to investigate the impact of teacher education by examining instructional visions of graduates from a teacher education program, 2 or 3 years post-graduation. An instructional vision is a teacher’s idealized image of teaching practice, encompassing aspirations and hopes of what could occur in her classroom. We conducted an inductive analysis of participants’ self-reports of: (1) their instructional visions for teaching elementary mathematics, (2) whether their visions changed over time, (3) whether teacher education influenced changes in their visions, and (4) what their teacher education program promoted as an ideal instructional vision. We administered an open-ended questionnaire to 81 graduates from two cohorts of the same teacher education program. Using latent class analysis, we identified three profiles. Two profiles (89% of the participants) appeared to align with teacher education, suggesting more than one manifestation of the impact of teacher education. Our results indicated alignment between instructional visions and teacher education experiences with respect to teaching mathematics for conceptual understanding and engaging students in productive struggle. A contribution of this study is an awareness that teacher education programs could impact the instructional visions of their graduates in more than one way, with different subsets of intended visions remaining as residue. We conjectured that experiencing instruction that aligned with these instructional visions as learners while in teacher education influenced the development of these graduates’ visions.

Keywords

Instructional vision Professional vision Elementary mathematics teacher education 

Notes

Acknowledgements

The research reported was supported in part by the National Science Foundation under Grant DRL-0909661. Any opinions, findings, and conclusions are those of the authors and do not necessarily reflect the position, policy, or endorsement of the granting agency. The first author would also like to thank AnnaMarie Conner for feedback on an early draft of this work, and she would also like to acknowledge appreciation for the educative nature of reviews received on this manuscript.

References

  1. Bakhtin, M. (2003). Estética da criação verbal. São Paulo: Martins Fontes.Google Scholar
  2. Ball, D. L., & Bass, H. (2000). Making believe: The collective construction of public mathematical knowledge in the elementary classroom. In D. Phillips (Ed.), Yearbook of the national society for the study of education, constructivism in education (pp. 193–224). Chicago: University of Chicago Press.Google Scholar
  3. Berk, D., & Hiebert, J. (2009). Improving the mathematics preparation of elementary teachers, one lesson at a time. Teachers and Teaching: Theory and Practice, 15, 337–356.CrossRefGoogle Scholar
  4. Borasi, R., Fonzi, J., Smith, C. F., & Rose, B. J. (1999). Beginning the process of rethinking mathematics instruction: A professional development program. Journal of Mathematics Teacher Education, 2(1), 49–78.CrossRefGoogle Scholar
  5. Brownlee, J., Purdie, N., & Boulton-Lewis, G. (2001). Changing epistemological beliefs in prospective teacher education students. Teaching in Higher Education, 6(2), 247–268.CrossRefGoogle Scholar
  6. Cochran-Smith, M., & Zeichner, K. M. (Eds.). (2005). Studying teacher education: The report of the AERA Panel on research and teacher education. Mahwah, NJ: Erlbaum.Google Scholar
  7. Erickson, F. (2011). On noticing teacher noticing. In M. G. Sherin, R. Phillip, & V. R. Jacobs (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes. New York: Routledge.Google Scholar
  8. Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606–633.CrossRefGoogle Scholar
  9. Hammerness, K. (2001). Teachers’ visions: The role of personal ideals in educational reform. Journal of Educational Change, 2, 143–163.CrossRefGoogle Scholar
  10. Hammerness, K. (2003). Learning to hope, or hoping to learn? The role of vision in the early professional life of teachers. Journal of Teacher Education, 54(1), 43–56.CrossRefGoogle Scholar
  11. Hammerness, K. (2004). Teaching with vision: How one teacher negotiates the tension between high ideals and standardized testing. Teacher Education Quarterly, 31(4), 33–43.Google Scholar
  12. Hammerness, K. (2006). Seeing through teachers’ eyes: Professional ideals and classroom practices. New York: Teachers College Press.Google Scholar
  13. Hammerness, K. (2008). “If you don’t know where you are going, any path will do”: The role of teachers’ visions in teachers’ career paths. The New Educator, 4(1), 1–22.CrossRefGoogle Scholar
  14. Hiebert, J., Berk, D., & Miller, E. (2017). Relationships between mathematics teacher preparation and graduates’ analyses of classroom teaching. The Elementary School Journal, 117(4), 687–707.CrossRefGoogle Scholar
  15. Hiebert, J., & Morris, A. K. (2009). Building a knowledge base for teacher education: An experience in K-8 mathematics teacher preparation. Elementary School Journal, 109, 475–490.CrossRefGoogle Scholar
  16. Jansen, A., Bartell, T., & Berk, D. (2009). The role of learning goals in building a knowledge base for elementary mathematics teacher education. Elementary School Journal, 109, 525–536.CrossRefGoogle Scholar
  17. Jansen, A., Berk, D., & Meikle, E. (2017). Investigating alignment between elementary mathematics teacher education and graduates’ teaching of mathematics for conceptual understanding. Harvard Educational Review, 87(2), 225–250.CrossRefGoogle Scholar
  18. Jao, L. (2017). Shifting prospective teachers’ beliefs about mathematics teaching: The contextual situation of a mathematics methods course. International Journal of Science and Mathematics Education, 15(5), 895–914.CrossRefGoogle Scholar
  19. Kajander, A. (2007). Unpacking mathematics for teaching: A study of preservice elementary teachers’ evolving mathematical understandings and beliefs. Journal of Teaching and Learning, 5(1), 33–54.CrossRefGoogle Scholar
  20. Linzer, D. A., & Lewis, J. B. (2011). poLCA: An R package for polytomous variable latent class analysis. Journal of Statistical Software, 42(1), 1–29.Google Scholar
  21. Losano, L., Fiorentini, D., & Villarreal, M. (2018). The development of a mathematics teacher’s professional identity during her first year teaching. Journal of Mathematics Teacher Education, 21(3), 287–315.CrossRefGoogle Scholar
  22. Lutovac, S., & Kaasila, R. (2014). Pre-service teachers’ future-oriented mathematical identity work. Educational Studies in Mathematics, 85(1), 129–142.CrossRefGoogle Scholar
  23. Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954–969.CrossRefGoogle Scholar
  24. McKenney, K. S. (2012). Preparing tomorrow’s teachers for reform based mathematics instruction: A look at one university’s program (unpublished manuscript).Google Scholar
  25. Morris, A. K., & Hiebert, J. (2011). Creating shared instructional products: An alternative approach to improving teaching. Educational Researcher, 40, 5–14.CrossRefGoogle Scholar
  26. Morris, A. K., & Hiebert, J. (2017). Effects of teacher preparation courses: Do graduates use what they learned to plan mathematics lessons? American Educational Research Journal, 54(3), 524–567.CrossRefGoogle Scholar
  27. Munter, C. (2014). Developing visions of high-quality mathematics instruction. Journal for Research in Mathematics Education, 45(5), 584–635.CrossRefGoogle Scholar
  28. Munter, C., & Correnti, F. (2017). Examining relations between mathematics teachers’ instructional vision and knowledge and change in practice. American Journal of Education, 123(2), 171–202.CrossRefGoogle Scholar
  29. Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 257–315). Charlotte, NC: Information Age.Google Scholar
  30. Philipp, R. A., Ambrose, R., Lamb, L. L. C., Sowder, J. T., Schappelle, B. P., Sowder, L., et al. (2007). Effects of early field experiences on the mathematical content knowledge and beliefs of prospective elementary school teachers: An experimental study. Journal for Research in Mathematics Education, 38(5), 438–476.Google Scholar
  31. R Core Team. (2014). R: A language and environment for statistical computing. Vienna: R Foundation for Statistical Computing. Retrieved from http://r-project.org.
  32. Ren, L., & Smith, W. M. (2018). Teacher characteristics and contextual factors: Links to early primary teachers’ mathematical beliefs and attitudes. Journal of Mathematics Teacher Education, 21(4), 321–350.CrossRefGoogle Scholar
  33. Seidel, T., & Stürmer, K. (2014). Modeling and measuring the structure of professional vision in prospective teachers. American Educational Research Journal, 51(4), 739–771.CrossRefGoogle Scholar
  34. Sherin, M. G., & van Es, E. A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13, 475–491.Google Scholar
  35. Skott, J. (2015). Towards a participatory approach to ‘beliefs’ in mathematics education. In B. Pepin & B. Roesken-Winter (Eds.), From beliefs to dynamic affect systems in mathematics education. Exploring a mosaic of relationships and interactions (pp. 3–23). Basel: Springer.Google Scholar
  36. Stohlmann, M., Cramer, K., Moore, T., & Maiorca, C. (2014). Changing prospective elementary teachers’ beliefs about mathematical knowledge. Mathematics Teacher Education & Development, 16(2), 4–24.Google Scholar
  37. Tatto, M. T. (1998). The influence of teacher education on teachers’ beliefs about purposes of education, roles, and practice. Journal of Teacher Education, 49(1), 66–77.CrossRefGoogle Scholar
  38. Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Cambridge: Harvard Business School Press.Google Scholar

Copyright information

© Springer Nature B.V. 2018

Authors and Affiliations

  1. 1.School of EducationUniversity of DelawareNewarkUSA
  2. 2.University of Northern IowaCedar FallsUSA
  3. 3.West Chester University of PennsylvaniaWest ChesterUSA

Personalised recommendations