Abstract
Teaching is delicate, complicated, and demanding work, and especially beginning teachers set forth their difficulties in preparing and implementing mathematics instruction. It is important to ensure the quality of beginning mathematics teachers’ instruction above a consistent level because such affirmation justifies the national policy on teacher education as well as the individual efforts of preservice teachers in South Korea. The current study collected mathematics lessons of the two beginning teachers who graduated from the same teacher training institute and worked at the same high school. The findings reported what features their lessons have with regard to the learning environment, engaging students in learning, deepening student learning, and using representations of the edTPA in order to identify what can or cannot be expected in their mathematics instruction. The instruction of the one teacher was assessed middle or more than middle scores throughout the rubrics, but the other one had lower scores. Based on these findings, this study suggested the implications for teacher education in ways of improving the quality of instruction of beginning mathematics teachers.
Figures & Tables
Figure 1. Task 1 of Ms. Choi’s second instruction.