To What Extent Do Reform-Prepared Upper Elementary and Middle School Science Teachers Maintain Their Beliefs and Intended Instructional Actions as They Are Inducted into Schools?

Autor/inn/en	Marbach-Ad, Gili; McGinnis, J. Randy
Titel	To What Extent Do Reform-Prepared Upper Elementary and Middle School Science Teachers Maintain Their Beliefs and Intended Instructional Actions as They Are Inducted into Schools?
Quelle	In: Journal of Science Teacher Education, 19 (2008) 2, S.157-182 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-007-9085-0
Schlagwörter	Science Teachers; Beginning Teachers; Educational Change; Teacher Education; Elementary School Teachers; Middle School Teachers; Comparative Analysis; Teacher Surveys; Teacher Attitudes; Science Instruction; Maryland + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Bildungsreform; Lehrerausbildung; Lehrerbildung; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	We report the results of survey research that collected responses of an identical sample (31 beginning mathematics and science teachers, elementary and middle school level) that graduated from a reform-based mathematics and science teacher preparation program, the Maryland Collaborative for Teacher Preparation (MCTP). We compared responses of the same beginning teachers over the two administrations of the survey. The 1st administration was conducted soon after the beginning teachers graduated from the MCTP program, but had not started full teaching. The 2nd administration was conducted after the new teachers had taught full time for a minimum of a full year, with the majority having taught for 2 years. Results indicated that in all areas the MCTP teachers maintained their reform-based beliefs. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10