What Happens to First Year Teachers Prepared To Make Connections between Science and Mathematics When They Enter the Workplace?

Autor/inn/en	McGinnis, J. Randy; Parker, Carolyn
Titel	What Happens to First Year Teachers Prepared To Make Connections between Science and Mathematics When They Enter the Workplace?
Quelle	(2000), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Beginning Teachers; Case Studies; Cultural Influences; Educational Change; Elementary Education; Interdisciplinary Approach; Mathematics Instruction; Mathematics Teachers; Middle Schools; Science Instruction; Science Teachers; Surveys + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Case study; Fallstudie; Case Study; Cultural influence; Kultureinfluss; Bildungsreform; Elementarunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Middle school; Mittelschule; Mittelstufenschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Science teacher; Wissenschaft; Survey; Umfrage; Befragung
Abstract	This study's purpose was to present a detailed description and an interpretation of what happens to first year new teachers who are prepared to make connections between science and mathematics and to teach in a manner consistent with the recommendations in the national science education reform movement. The focus was on two sets of participants: (1) all new graduates (N=57) from the Maryland Collaborative for Teacher Preparation [MCTP], a statewide reform-based undergraduate teacher preparation program supported by National Science Foundation funding, and (2) a select sample of first year new graduates of the program in the workplace (elementary and middle level schools) (N=5). Survey and case study methodologies were used. Survey results were reported in comparison to a national sample. Also reported were differing social strategies enacted by the five new teacher case study participants in response to perceived constraints in the workplace. Research suggests that a reform-oriented mathematics and science teacher preparation program can recruit, educate, and graduate a cadre of new teachers who are employed by school districts. The new teachers from such a teacher preparation program have the capabilities and intentions to teach mathematics and science in a reform-based manner that makes connections between the disciplines by using high quality science mathematics. However, the new teachers' school cultures were a major factor in whether reform-aligned mathematics and science teaching was implemented regularly by the new teachers and if the new teachers continued to teach in those schools. (Contains 17 references.) (Author/ASK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01