Transitioning from Student Teacher to Teaching Professional: Evolving Perspectives of Beginning Science Teachers

Autor/inn/en	Sadler, Troy D.; Klosterman, Michelle L.
Titel	Transitioning from Student Teacher to Teaching Professional: Evolving Perspectives of Beginning Science Teachers
Quelle	(2009), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preservice Teacher Education; Student Teachers; Science Instruction; Teacher Persistence; Teacher Attitudes; Program Effectiveness; Mentors; Science Teachers; Comparative Analysis; Beginning Teachers; Faculty Development; School Holding Power; Teaching Methods; Longitudinal Studies; Case Studies; Teaching Skills; Correlation; Middle Schools; High Schools; Beginning Teacher Induction; Interviews; Observation + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Korrelation; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Interviewing; Interviewtechnik; Beobachtung
Abstract	The transition from preservice science teacher education programs to the first years of full-time teaching is arguably one of the most critical stages in the professional development of science teachers. This report documents a longitudinal study aimed at enhancing the research base for understanding this critical stage. The research is framed as a comparative analysis of six cases of beginning science teachers. Data were collected over a two year period spanning the participants' final year in a preservice education program and their first year as professional educators. In addition to the six case studies, partial data sets from an additional eight beginning science teachers are examined to address questions related to the retention of beginning science teachers. The breadth of cases studied extend findings of previous research on science teacher education relative to: (1) Gaps between beliefs about learning and actualized teaching practices, (2) Beginning teachers' perspectives on their preservice training programs, (3) Retention of early career science teachers, and (4) The significance of mentorship for beginning teachers. Dramatic differences in experiences among teachers, with varying levels of mentorship, were particularly striking and showcased considerable interactions between the beginning teacher's and his/her school community's commitments to professional development. (Contains 1 table.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10