NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1003082
Record Type: Journal
Publication Date: 2013-Jun
Pages: 24
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-0157-244X
Understanding the Induction of a Science Teacher: The Interaction of Identity and Context
Saka, Yavuz; Southerland, Sherry A.; Kittleson, Julie; Hutner, Todd
Research in Science Education, v43 n3 p1221-1244 Jun 2013
The demanding first years of teaching are a time when many teachers leave the teaching profession or discard the reform-minded practice emphasized in teacher preparation. If we are to lessen teacher attrition and more effectively support teachers during their development, a better understanding of what occurs during their induction into the profession is needed. The question that drove this research was what factors influence how a beginning science teacher negotiates entry into teaching? Specifically, we sought to understand how a beginning science teacher's identities interact with the teaching context; how this interaction shapes his use of reform-minded teaching practice; and how the negotiation of identity, context, and practice influence a novice teacher's employment decisions. The study involved 2 years of data collection; data included classroom and school observations, questionnaires, interviews, and teaching artifacts (such as lesson plans and assessments). The results demonstrate how conflicts in identities, institutional expectations, and personal dispositions of this novice influenced his transition in becoming a member of his school community. Implications of these interactions for teacher preparation and support are provided.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A