Becoming a Mathematics Educator: Novice Faculty Members’ Perceptions of the Impact of Doctoral Program Experiences

• In Event: Preparing the Next Generation of Faculty

Abstract

A study of forty novice mathematics teacher educators’ beliefs about their preparation for a career in academe was conducted. Using a two-tiered analysis starting with grounded theory, we first analyzed responses to identify patterns and commonalities in describing the impact of doctoral preparation for the rigor of a faculty position. In the second stage of data analysis, we looked to see which themes were consistent with the research literature. Results indicate that participants felt well-prepared in research but less prepared for the specifics concerning the publishing of their research as well as writing grants to fund their research. Participants also expressed concern for lack preparation and mentoring in areas of teaching and service.

Authors

• Jennifer Ann Eli, The University of Arizona

• Mary Beisiegel, Oregon State University

• Andrea McCloskey, The Pennsylvania State University

• Rachael M. Welder, Hunter College - CUNY

• Jan A. Yow, University of South Carolina - Columbia