ABSTRACT Early career teachers (ECTs) face unprecedented pressure to fulfill expectations of ‘highly effective’ teachers within their first few years of teaching. Lesson planning is an important precursor to effective instruction, yet little is known about how the social and institutional contexts where ECTs work influences their planning. In this paper, we report findings from a large-scale study of elementary ECTs’ mathematics lesson planning practice to shed light upon the nature of ECTs’ lesson planning and factors influencing their lesson planning practice. Informed by the conceptualization of the curriculum enactment process, we present our findings of 67 ECTs’ planning practices across four school districts, with distinct profiles for each district as defined by districts’ official curriculum and the instructional materials available for teachers and students to use. We found that differences in the designated curriculum in each district corresponded with differences in how groups of ECTs utilize curricular objectives and instructional materials, and how they engage with colleagues during the lesson planning process. Implications for the preparation and induction of ECTs are discussed.

中文翻译：

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一项关于地区课程政策和实践如何影响教师数学课程规划的大规模研究

摘要 早期职业教师 (ECT) 面临着前所未有的压力，要在其最初几年的教学中满足“高效”教师的期望。课程计划是有效教学的重要先导，但人们对 ECT 工作的社会和制度环境如何影响他们的计划知之甚少。在本文中，我们报告了对初级 ECT 数学课程计划实践的大规模研究的结果，以阐明 ECT 课程计划的性质和影响其课程计划实践的因素。根据课程制定过程的概念化，我们介绍了我们对四个学区 67 个 ECT 规划实践的发现，根据学区的官方课程和可供教师和学生使用的教学材料，每个学区都有不同的简介。我们发现，每个学区指定课程的差异与 ECT 群体如何利用课程目标和教学材料的差异，以及他们在课程计划过程中如何与同事互动的差异相对应。讨论了对 ECT 的制备和诱导的影响。