Abstract

The impact of national curriculum context on mathematics related beliefs of 12 beginning middle grades mathematics teachers was investigated after the teacher education program and first-year teaching through interviews and a combination of three belief frameworks. National curriculum requirements, lack of effective mentoring programs, and preservice tutoring experiences were detected as the major factors impacting beliefs. Participants simultaneously had teacher-centered and student-centered beliefs, causing inconsistency in beliefs and practices. While participants’ preservice and first-year experiences contrasted, they developed contextual beliefs to deal with the difficulties. Reflections on teacher education and beginning teacher support policies in national curriculum contexts were discussed.

Citation

Haser, Ç. & Star, J.R. Change in beliefs after first-year of teaching: The case of Turkish national curriculum context. International Journal of Educational Development, 29(3), 293-302. Elsevier Ltd. Retrieved January 31, 2023 from https://www.learntechlib.org/p/196075/.

Keywords

• Beginning Teachers
• Beliefs
• mathematics teaching
• National Curriculum
• teacher education