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Creators/Authors contains: "Ben-Dor, Naama"

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  1. ; (, Proceedings of the 46th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA))
    Kosko, K; Caniglia, J; Courtney, S; Zolfaghari, M; Morris, G (Ed.)
    Transitioning from a teacher education program to autonomous teaching is a complex process, fraught with challenges. This transition involves developing identities and teaching practices that allow novice teachers to reconcile the reformed teaching world of their teacher preparation program with the more traditional world of school teaching. In this paper, we follow the identity formation of one beginning teacher, Olive, by examining her narratives about her pedagogical actions as she transitions from being a pre-service teacher (PST) to being an intern (INT) to becoming a new teacher (NT). As PST, Olive’s narratives about her current and desired actions aligned with reform actions; as INT, a gap opened between her current traditional actions and desired reform actions; and as NT, the gap narrowed as she modified her desired narratives to more traditional ones. We discuss our findings and their scientific significance. 
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