Does One Size Fit All? The Induction Experience of Beginning Science Teachers from Different Teacher-Preparation Programs

Autor/inn/en	Roehrig, Gillian H.; Luft, Julie A.
Titel	Does One Size Fit All? The Induction Experience of Beginning Science Teachers from Different Teacher-Preparation Programs
Quelle	In: Journal of Research in Science Teaching, 43 (2006) 9, S.963-985 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20103
Schlagwörter	Beginning Teachers; Beginning Teacher Induction; Science Education; Secondary School Teachers; Science Teachers; Teacher Education Programs; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung
Abstract	The number of induction programs available to teachers is increasing rapidly, and by necessity these programs are designed to meet the needs of all teachers regardless of their preparation and academic background. This study examines the impact of a science-focused induction program on secondary science teachers from different preparation programs. The 16 teachers were first-year secondary science teachers who graduated the previous year from one of four different teacher-preparation programs. All teachers were monitored during their first year of teaching, as they participated in the induction program, to understand their teaching beliefs, instructional practices, and experiences in the classroom. The analysis of data revealed that the preservice training of a science teacher influenced the type of support the teacher derived from the science-focused induction program. Teachers from a preservice program with an extended student-teaching experience and two science methods courses held beliefs aligned with student-centered practices and implemented more reform-based lessons than did other teachers during the year. This study reinforces the importance of induction programs for teachers and suggests that there is a need for specialized support programs for beginning science teachers. The study also provides specific suggestions for improving the preparation of secondary science teachers. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10