Making Subject Matter Part of the Conversation in Learning to Teach

Feiman‐Nemser, Sharon; Parker, Michelle B.

doi:10.1177/002248719004100305

Cited by 95 publications

(84 citation statements)

References 7 publications

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“…Feiman-Nemser, 1991;Feiman-Nemser & Parker, 1990;Parker, 1990), we have identified three perspectives on mentoring in relation to teacher induction. The first perspective casts mentors as local guides; the second casts mentors as educational companions; and the third sees them as agents of cultural change.…”

Section: Resultsmentioning

confidence: 99%

Mentoring in context: A comparison of two U.S. programs for beginning teachers

Feiman‐Nemser

Parker

1993

International Journal of Educational Research

Self Cite

128

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Section: Resultsmentioning

confidence: 99%

Mentoring in context: A comparison of two U.S. programs for beginning teachers

Feiman‐Nemser

Parker

1993

International Journal of Educational Research

Self Cite

128

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“…New teachers are often consumed with issues of classroom management (Veenman, 1984), but they also need help in figuring out what and how to teach (Feiman-Nemser & Parker, 1990). As a result, they often look to curriculum materials to help them with instruction.…”

Section: Curriculum Materials Instruction and Teacher Learningmentioning

confidence: 99%

Curriculum Materials for Elementary Reading: Shackles and Scaffolds for Four Beginning Teachers

Valencia

Place

Martin

et al. 2006

The Elementary School Journal

101

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The purpose of this longitudinal study was to learn how beginning elementary teachers understood and used curriculum materials for teaching reading, and how, in turn, these materials shaped teachers' instruction. We followed 4 teachers who worked in markedly different school situations and were provided a variety of curriculum materials, ranging from scripted reading programs to supplemental materials without teaching guides. Data were gathered through classroom observations, interviews, and curriculum artifacts over the teachers' first 3 years on the job. Our analysis suggested that curriculum materials interacted with teachers' knowledge of reading and reading instruction, and with the contexts in which they worked. As a result, curriculum materials both fostered and inhibited teachers' on-the-job learning. We found that the 2 teachers with weak knowledge or more restrictive materials and environments learned the least and were least able to adapt instruction to meet the needs of their students. The 2 teachers with stronger knowledge, access to multiple materials, and support for decision making regarding materials and instructional strategies learned the most and were most able to adapt instruction. Furthermore, early experiences with specific curriculum materials had effects 2 years later on these teachers' instructional practices. Implications for curriculum mandates, material selection, and professional development are discussed.

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“…The findings of the study indicate that teachers have challenges due to lack of mathematical knowledge for teaching. Evidently, teachers start their career with inadequate and unsubstantive mathematical knowledge as many studies asserted (Carpenter, Fennema, Petersen, & Carey, 1998;Cooney, 1999;Feiman-Nemser & Parker, 1990). As a result, teachers felt insecure in the classroom because of this lack of knowledge.…”

Section: Discussionmentioning

confidence: 99%