Suchergebnisse

Teacher development toward equity should support teachers in seeing the ways in which their practice is part of larger social and political histories and structures so that they can then disrupt oppressive systems influencing students' opportunities to learn mathematics. We examine one teacher's engagement with an equity-focused professional development designed with this need in mind and explore what her experiences suggest about transitions from caring to caring with awareness, explicitly considering race, culture, gender, and power in relation to academic achievement.

In this article we examine induction policies and practices for new alternatively certified mathematics teachers in the country's largest urban school district, New York City. Our focus is on the support system for such teachers as it is legislated and as it is enacted. This includes the induction and general supports (e.g., mentoring, coaching, networks) that are available to mathematics teachers in the New York City Teaching Fellows Program (NYCTF). Data sources include a survey of one entire cohort of Fellows (N=167), as well as more in depth interviews and written reflections from 12 case study Fellows. Results indicate that the supports, while as espoused seem adequate, as delivered are inconsistent and in many cases inadequate. A key finding is that many teachers found that informal relationships, usually within their local school settings, provided more effective support to help them through their first years of teaching mathematics. This research has implications for the induction of alternatively certified teachers and more generally of all new teachers particularly those in urban schools.