SELF-REGULATION OF NOVICE MIDDLE SCHOOL MATHEMATICS TEACHERS IN THE PREPARATION PROCESS FOR TEACHING

This study analyses the self-regulation (goal setting and planning) of the novice middle\rschool mathematics teachers during the preparation phase of teaching. The study is designed\ras a case study. The participants are six mathematics teachers with less than five-year\rteaching experience. The data were collected through interviews, observations and document\ranalysis. In regard to the observations, the teaching of certain topics (e.g., basic elements of\rprisms) were observed to uncover the classroom behavior of the participants. In the semistructured interviews carried out after the class observations, the participants were asked\rsome questions about their goals and planning concerning the related teaching activities. The\rfindings of the study indicate that the participants do not exhibit the goal setting and planning\ractivities that are consistent with the conceptual learning covered in the mathematics\reducation program. It is also found that they do not set clear goals and develop detailed\rplanning in regard to teaching activities.