Novice Elementary Teachers' Developing Visions of Effective Science Teaching

Autor/inn/en	Carrier, Sarah J.; Whitehead, Ashley N.; Minogue, James; Corsi-Kimble, Becca S.
Titel	Novice Elementary Teachers' Developing Visions of Effective Science Teaching
Quelle	In: Research in Science Education, 50 (2020) 4, S.1521-1545 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carrier, Sarah J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-018-9742-7
Schlagwörter	Beginning Teachers; Elementary School Teachers; Science Teachers; Science Instruction; Teacher Attitudes; Instructional Effectiveness; Preservice Teacher Education; Early Experience; School Policy + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Unterrichtserfolg; Lehramtsstudiengang; Lehrerausbildung; Frühbeginn; Schulpolitik
Abstract	Theories of how people learn and how science connects to students' lives provide frameworks for exploring the development of teachers' visions of effective science teaching. These frameworks can inform elementary teacher preparation programs about how to communicate theory-based practices of effective science instruction to support pre-service teachers' abilities to identify and enact science instruction that contributes to student learning. Part of a larger study, the present study uses a grounded theory design to examine three teachers' developing visions of effective science teaching through their teacher preparation and into their first year of teaching through a series of interviews. Findings revealed several factors contributing to their visions of science teaching: their memories of their experiences as elementary students, their teacher preparation, and institutional policies related to science instruction. Implications for helping novice teachers connect their visions with enacting practices situated in the realities of classrooms are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01