Developing Mathematics Teachers: The Transition From Preservice to Experienced Teacher

By J. Cady, Sherry L. Meier, C. Lubinski. 2006

89 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ff9a6ef7e40c48a52554b1e248ce5e09292bd1c8

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In Education

Citations in the corpus

The change in epistemological beliefs and beliefs about teaching and learning: a study among pre-service teachers (2009, background): “Recent evidence also suggests that new teachers are likely to revert to traditional teaching methods due to the multiple demands they faced (Cady, Meier & Lubinski, 2006 ).”
Pre-service elementary school teachers' expectations about student performance: How their beliefs are affected by their mathematics anxiety and student's gender (2015, background): “Cady, Meier, and Lubinski (2006) used a longitudinal study to analyze the transition from pre-service to in-service teachers and found that beliefs about the teaching and learning of mathematics tend to change.”
The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction (2008, background): “In a longitudinal study, Cady et al. (2006) found that novice teachers tended to revert to traditional beliefs and pedagogical practices at the beginning of their career; with experience, most of them embraced a more relative view of truth and their beliefs about”
“Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs (2020, background): “Besides an increase in emotional exhaustion, changes in the beliefs of teachers have often been discussed as a second crucial indicator of the reality shock (specifically in the older research literature, for example, Cady et al., 2006; Veenman, 1984).”