The preparation of Mathematics Teachers in Australia - ACDS
The preparation of Mathematics Teachers in Australia - ACDS
The preparation of Mathematics Teachers in Australia - ACDS
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have contributed to this trend, <strong>in</strong>clud<strong>in</strong>g: changes <strong>of</strong> attitude over time; early- career teachers leav<strong>in</strong>g<br />
the pr<strong>of</strong>ession with<strong>in</strong> the first ten years; and differences <strong>in</strong> the attitudes <strong>of</strong> more recent teacher<br />
<strong>in</strong>takes.<br />
<strong>The</strong>re was very little difference <strong>in</strong> the career plans <strong>of</strong> teachers <strong>of</strong> different mathematics year levels<br />
(Figure 7.2). <strong>The</strong> exception was teachers with no senior teach<strong>in</strong>g responsibilities, who were less likely<br />
than their colleagues to express confidence that they would be teach<strong>in</strong>g <strong>in</strong> 2010.<br />
Among early career teachers, career plans differed depend<strong>in</strong>g upon whether or not teach<strong>in</strong>g was their<br />
first pr<strong>of</strong>ession (see Chapter 6, Section 6.3.2). <strong>Teachers</strong> with pre-teach<strong>in</strong>g careers were more<br />
confident that they would cont<strong>in</strong>ue teach<strong>in</strong>g, than were their ‘first pr<strong>of</strong>ession’ early career peers<br />
(p
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