Progression i en nybliven lärares matematikundervisning

In this chapter, we present a case study of a new teacher, Tanja, based on interviews with her and observations of two of her mathematics lessons at a secondary school. The study sheds light on how her teaching changed during her first year in the profession and whether/how teacher training may have contributed to this. The study compares two lessons, which took place six months apart, with respect to: (i) the nature and variation of mathematics tasks, (ii) the type of teacher questions, (iii) the feedback to learners and (iv) how to base teaching on learners’ prior knowledge and current challenges. The results describe how Tanja’s teaching changed in relation to the four aspects. The interviews show that Tanja changed her view of the role of the teacher and the learners over time. However, the traces of teacher education are very diffuse. Overall, the analyses of lessons and interviews raise questions about the extent to which teacher education has been able to give Tanja the opportunity to develop a professional discourse.