Early professional experience of mathematics teachers: values, self-efficacy and retention

This research is a study of the 22 graduates from the 2010-11 University of East Anglia’s (UEA) Postgraduate Certificate in Education (mathematics) course and a review of their first year in teaching. Within the study consideration of self-efficacy, values and experience occurred, mindful of the wider issue of attrition rates in the field of mathematics teaching. By focusing solely on the experience of beginner mathematics teachers, I felt that there may be some distinguishing features or nuances that differ from other subject areas. The reality is that this was not the case. The problems and difficulties which afflict all beginner teachers in England are in many ways the same as those encountered by mathematics NQTs.

Name dc:type.qualificationname

other

Level dc:type.qualificationlevel

masters

Grantor dc:publisher.institution

University of East Anglia

Year dc:date.issued

2015

Author dc:creator

• Joel, Gareth

Language dc:language

en