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ERIC Number: EJ1005745
Record Type: Journal
Publication Date: 2013-Jun
Pages: 42
Abstractor: As Provided
Reference Count: 71
ISBN: N/A
ISSN: ISSN-0002-8312
Developing a Theory of Ambitious Early-Career Teacher Practice
Thompson, Jessica; Windschitl, Mark; Braaten, Melissa
American Educational Research Journal, v50 n3 p574-615 Jun 2013
Current theories of novice teacher learning have not accounted for the varied influences of pedagogical training, subject matter knowledge, tools, identity, and institutional context(s) on the development of classroom practice. We examined how 26 beginning secondary science teachers developed instructional repertoires as they participated in two types of communities, one infused with discourses and tools supportive of ambitious teaching and another that reinforced traditional practices. We found three trajectories of practice--each with distinctive signatures for how novices engaged students intellectually. Differences were explained by: the communities with which teachers most closely identified, the degree to which teachers' discourses about student thinking were developed within these communities, and how teachers used tools from the communities to shape their practice. (Contains 1 table, 2 figures, and 1 note.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A