This qualitative case study examined the effect the first year of an elementary mathematics induction program had on the mathematics content knowledge and pedagogy, confidence, classroom practice, and student achievement for six new elementary teachers in a suburban school district. The study also examined which components of this job-embedded professional development program influenced the teachers' practice the most.
Data was collected from the six volunteer teachers through semi-structured interviews, questionnaires, journals, and student assessment results. The major findings from the study showed that: (1) teachers' perception of their instructional practice, particularly their ability to question student thinking, math content knowledge, and confidence to teach mathematics improved as a result of the program; and, (2) teachers benefited the most from the opportunity to regularly observe their mentor teach a mathematics lesson, followed by the opportunity to discuss mathematics and related pedagogical issues with their cohort and mentor.
Implications from the findings include the benefit of instituting content-focused, job-embedded professional development during a new teacher's first year in a district that provides regular opportunities for new teachers to observe a skilled veteran teacher teach a mathematics lesson and to have peer discussions regarding the teaching of mathematics.
Limitations of the study included the role of the Assistant Superintendent as researcher and developer of the program and the small sample size. Recommendations for future study include the following: the effect on teaching practice after the second year in the math mentoring program; the effect of the program on mentors; the effect of mathematics self-efficacy on mathematics teaching self-efficacy and student achievement.
