ERIC Number: ED465614
Record Type: RIE
Publication Date: 2002-Jan
Reference Count: N/A
Getting to the Fourth Year: The Instruments and Protocols Used To Study the Practice of Beginning K-12 Science Teachers.
Davis, George; Simpson, Patricia R.; Johnson, Bruce; Wallace, Alison
Getting to the Fourth Year is a study being conducted by the Teacher Research Network (TRN) in Minnesota. The TRN was established in 1998 by five higher education institutions that collectively prepare about 75% of all K-12 teachers in the state. The vision of the collaborative was to begin the process of transforming teacher education in mathematics and science so that teachers will be prepared to teach according to the vision of present and future national standards and continue learning new content and new ways of teaching throughout their professional careers. This TRN Study project was established to collect information about the practice of beginning K-12 science and math teachers in Minnesota in their first 3 years of teaching. Minnesota has seen a high percentage of beginning science and math teachers drop out of teaching during their first three years of teaching. The study looks to determine what factors might be causing this high drop out rate. Specifically, the research questions of the study are: (1) what are new teachers current practice, knowledge, and beliefs about teaching science/math? and (2) what is the context in which new teachers teach science/math? (Author/MVL)
Descriptors: Beginning Teachers, Elementary Secondary Education, Knowledge Base for Teaching, Labor Turnover, Mathematics Teachers, Pedagogical Content Knowledge, Science Teachers, Teacher Attitudes
For full text: http://aets.chem.pitt.edu.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Charlotte, NC, January 10-13, 2002); see SE 066 324.