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Flourishing Mathematics Teachers: The Effect of School-Based Placements on Preservice Secondary Mathematics Teachers Anticipated Job Enjoyment

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  • Additional Information
    • Availability:
      Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
    • Peer Reviewed:
      N
    • Source:
      8
    • Education Level:
      Secondary Education
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Mathematics Teachers; Job Satisfaction; Professional Identity; Secondary School Teachers; Program Descriptions; Preservice Teachers; Teacher Education Programs; Foreign Countries; Longitudinal Studies; Student Teaching; Teacher Placement; Teacher Persistence
    • Subject Terms:
      Australia
    • Abstract:
      This paper reports on part of a longitudinal project investigating the formation of preservice secondary mathematics teachers' identities at one Australian university. Given that school-based placement experiences impact teacher identity development, the Flourishing Mathematics Teacher (FMT) project focuses on this experience and aims to identify features of placement experiences that enable beginning secondary mathematics teachers to flourish, and remain, in their teaching careers. In this paper, we report on preliminary data exploring changes to 23 preservice secondary mathematics teachers anticipated job enjoyment after their first teaching placement.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      ED661014