A Case Study of a New Chemistry Teacher: Some Reasons Underlying a Classroom Teacher's Actions.

Autor/inn/en	Schulke, Ruthann; und weitere
Titel	A Case Study of a New Chemistry Teacher: Some Reasons Underlying a Classroom Teacher's Actions.
Quelle	(1991), (25 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Beginning Teachers; Case Studies; Chemistry; High Schools; Instructional Development; Mentors; Metacognition; Planning; Professional Development; Science Curriculum; Science Education; Science Teachers; Secondary School Science; Teaching Experience; Teaching Methods + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Case study; Fallstudie; Case Study; Chemie; High school; Oberschule; Teaching improvement; Unterrichtsentwicklung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ablaufplanung; Planungsprozess; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This report documents a study that examines the first 4 years of a beginning chemistry teacher's career. The report explores the difficulties that are faced by the new teacher as she attempted to transform her formal knowledge of chemistry and pedagogy into the practical application of a high school chemistry teacher. The report includes the teacher's difficulties in gaining control of the classroom; in organizing, planning and conducting lessons; and, in dealing with the constraints that were placed on her by school officials, peers, and the expectations of students and parents. The report examines curricular expectations in high school chemistry including the dominance of the text and tests, the mixed signals from peers and administrators that beginning teachers must clarify, and the sources of support that are available to assist new teachers in the early stages of their professional development. The study examines growth in a new teacher's knowledge of content, pedagogy and "pedagogical content" during a four year period, as seen through her own eyes, those of her mentor and those of a university researcher. Sections include: (1) "Introduction"; (2) "A Colleague's View of the New Teacher"; (3) "A Retrospective Personal Report of the New Teacher"; and (4) "Conclusions and Implications". (KR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01