Self-Regulation of Novice Middle School Mathematics Teachers in the Preparation Process for Teaching

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  • Author(s): Yildiz, Pinar (ORCID Yildiz, Pinar (ORCID 0000-0002-6729-7721); Gürel, Ramazan (ORCID Gürel, Ramazan (ORCID 0000-0003-1710-2743); Bozkurt, Erhan (ORCID Bozkurt, Erhan (ORCID 0000-0002-5524-6994); Yetkin Özdemir, I. Elif (ORCID Yetkin Özdemir, I. Elif (ORCID 0000-0001-8784-0317)
  • Language:
    English
  • Source:
    International Online Journal of Education and Teaching. 2022 9(1):449-470.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Informascope. 3251 Cadde Kozlu Evler 2/49 Yasamkent, 06800, Turkey. e-mail: [email protected]; Web site: https://iojet.org/index.php/IOJET
    • Peer Reviewed:
      Y
    • Source:
      22
    • Education Level:
      Junior High Schools
      Middle Schools
      Secondary Education
    • Subject Terms:
      Self Management; Beginning Teachers; Middle School Teachers; Mathematics Teachers; Goal Orientation; Planning; Foreign Countries; Mathematics Skills; Student Behavior; Student Attitudes; Teaching Methods
    • Subject Terms:
      Turkey
    • ISSN:
      2148-225X
    • Abstract:
      This study analyses the self-regulation (goal setting and planning) of the novice middle school mathematics teachers during the preparation phase of teaching. The study is designed as a case study. The participants are six mathematics teachers with less than five-year teaching experience. The data were collected through interviews, observations and document analysis. In regard to the observations, the teaching of certain topics (e.g., basic elements of prisms) were observed to uncover the classroom behavior of the participants. In the semistructured interviews carried out after the class observations, the participants were asked some questions about their goals and planning concerning the related teaching activities. The findings of the study indicate that the participants do not exhibit the goal setting and planning activities that are consistent with the conceptual learning covered in the mathematics education program. It is also found that they do not set clear goals and develop detailed planning in regard to teaching activities.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1327918