Practices Influenced by Policy? An Exploration of Newly Hired Science Teachers at Sites in South Africa and the United States

Autor/inn/en	Navy, S. L.; Luft, J. A.; Toerien, R.; Hewson, P. W.
Titel	Practices Influenced by Policy? An Exploration of Newly Hired Science Teachers at Sites in South Africa and the United States
Quelle	In: International Journal of Science Education, 40 (2018) 8, S.919-939 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Navy, S. L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1457814
Schlagwörter	Foreign Countries; Science Teachers; Beginning Teachers; Educational Policy; Educational Practices; Beginning Teacher Induction; Inservice Teacher Education; Comparative Education; Questionnaires; Online Courses; Lesson Plans; Educational Resources; Course Content; Curriculum Development; Cooperative Planning; Teaching Methods; Qualitative Research; South Africa; United States + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Politics of education; Bildungspolitik; Bildungspraxis; Lehrerfortbildung; Vergleichende Erziehungswissenschaft; Fragebogen; Online course; Online-Kurs; Lesson planning; Unterrichtsplanung; Bildungsmittel; Kursprogramm; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; USA
Abstract	In many parts of the world, newly hired science teachers' practices are developing in a complex policy environment. However, little is known about how newly hired science teachers' practices are enacted throughout a cycle of instruction and how these practices can be influenced by macro-, meso-, and micro-policies. Knowing how policies impact practice can result in better policies or better support for certain policies in order to enhance the instruction of newly hired teachers. This comparative study investigated how 12 newly hired science teachers at sites in South Africa (SA) and the United States (US) progressed through an instructional cycle of planning, teaching, and reflection. The qualitative data were analysed through beginning teacher competency frameworks, the cycle of instruction, and institutional theory. Data analysis revealed prevailing areas of practice and connections to levels of policy within the instructional cycle phases. There were some differences between the SA and US teachers and among first-, second-, and third-year teachers. More importantly, this study indicates that newly hired teachers are susceptible to micro-policies and are progressively developing their practice. It also shows the importance of meso-level connectors. It suggests that teacher educators and policy makers must consider how to prepare and support newly hired science teachers to achieve the shared global visions of science teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01