Challenges New Science Teachers Face

Autor/inn/en	Davis, Elizabeth A.; Petish, Debra; Smithey, Julie
Titel	Challenges New Science Teachers Face
Quelle	In: Review of Educational Research, 76 (2006) 4, S.607-651 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
Schlagwörter	Science Teachers; Beginning Teachers; Beginning Teacher Induction; Pedagogical Content Knowledge; Scientific Concepts; Teaching Methods; Teacher Competencies; Educational Environment; Preservice Teachers; Science Curriculum; Inquiry; Academic Standards; Literature Reviews; Reflective Teaching; Self Efficacy; Faculty Development; Teacher Effectiveness; Teacher Collaboration + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerkooperation
Abstract	Providing support focused on real challenges is critical in retaining highly qualified new science teachers, but the field lacks a systematic description of these teachers' needs. The authors of this article examine the areas that science teachers are expected to understand: (1) the content and disciplines of science; (2) learners; (3) instruction; (4) learning environments; and (5) professionalism. They review the literature on challenges facing preservice and early-career science teachers, identify issues on which conventional wisdom is supported or called into question, and highlight the areas where the existing research is inadequate as a basis for generalization. For example, the authors found few studies on how new science teachers use curriculum materials or how they understand scientific inquiry. Their overview of challenges is followed by a discussion of how these teachers can be supported. The following are appended: (1) Summary of INTASC science teaching standards; (2) Summary of NSES science teaching standards; and (3) Studies cited in review of challenges. (Contains 2 tables and 1 note.) (Author).
Anmerkungen	American Educational Research Association. 1230 17th Street NW, Washington, DC 20036-3078. Tel: 202-223-9485; Fax: 202-775-1824; e-mail: subscriptions@aera.net; Web site: http://www.aera.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10