NotesFAQContact Us
Search Tips
ERIC Number: ED442675
Record Type: RIE
Publication Date: 2000-Apr
Pages: 53
Abstractor: N/A
An Examination of the Enculturation of Five Reform-Prepared New Specialist Teachers of Mathematics and Science.
McGinnis, J. Randy; Parker, Carolyn; Graeber, Anna O.
This study's purpose was to present a detailed description and interpretation of what happens to new teachers in schools who are prepared to enact reform-based practices in mathematics and science. The focus was on a select sample of graduates from the Maryland Collaborative for Teacher Preparation [MCTP], a statewide reform-based undergraduate teacher preparation program supported by National Science Foundation funding. A case study methodology was used (first year, N=5; second year, N=3). Differential experiences and perceptions of and by new specialist teachers of mathematics were documented. Analysis was based on a teacher socialization framework as suggested by S. Veenman. Discussion centered on the enculturation of the teachers into an extant teaching culture (school district and school). Insights were framed in two components: (1) the individual's intentions, needs, and capabilities; and (2) the institutional demands, supports and constraints. A major finding was that the new teachers' school cultures were a major factor in whether reform-aligned mathematics and science teaching was regularly implemented by the new teachers. In addition, the new teachers' perceptions of their school cultures' lack of support of their intent to implement reform-based practices prompted differing social strategies by the new teachers (resistance, moving on, and exit). If these findings are supported by future research, then in order to enact reform and to retain new reform-prepared teachers in schools, more attention needs to be placed on how to foster supportive, reform-oriented school cultures. (Contains 36 references.) (Author/ASK)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).