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ABSTRACT
As beginning teachers encounter their first classrooms, they struggle to enact curriculum and negotiate expectations of local context with their visions of “good teaching.” This article is a qualitative research design utilizing interview data and narrative analysis to examine the storied experiences of beginning teacher participants navigating the first year of teaching. The authors explore how beginning teachers can be supported in agentically negotiating personal goals and professional contexts. The authors describe ways three first-year elementary teachers’ mathematics teaching was supported and constrained by local schools and an external university-based mathematics-specific induction program, Learning Agency by Understanding how to Navigate Context and Harness Vision (LAUNCH), into mathematics teaching. Some supports provided by the induction program can be and sometimes were provided by local school contexts whereas other supports were possible because of the external nature of the program.
Additional information
Notes on contributors
Anne Swenson Ticknor
Anne Swenson Ticknor is an associate professor of Literacy Studies at East Carolina University. Her research interests focus on relationships between identity, agency, literacy, and teacher education.
Catherine Stein Schwartz
Catherine Stein Schwartz is an associate professor of Mathematics Education at East Carolina University. Her research interests focus on ways beginning elementary teachers envision themselves as mathematics teachers in multiple contexts.