ERIC Number: EJ1046007
Record Type: Journal
Publication Date: 2014-Sep
Reference Count: 23
Supporting Newly Hired Science Teachers
Luft, Julie A.; Nixon, Ryan S.; Dubois, Shannon L.; Campbell, Benjamin K.
Science Teacher, v81 n6 p67-71 Sep 2014
New teachers are common in the teaching workforce (Ingersoll and Merrill 2012). All new teachers will learn about the school curriculum and school policies in their first years. New science teachers, however, need to attend to the "Next Generation of Science Standards" (NGSS Lead States 2013) as they build their instruction and knowledge of teaching. For newly hired science teachers to succeed in the classroom, they need well-conceived support from administrators and other teachers. This support should draw upon what is known about science teacher development and should be attentive to teaching science. Unfortunately, most of the support given is not specific to science teaching nor is it crafted around what is known about new science teachers (Luft 2007). This article, sharing findings from over 30 years of research on beginning science teachers, addresses new teachers' needs and suggests ways their more experienced colleagues can help them. It is important to support these teachers so that they can maximize the learning of students, and, in the future, guide the profession of science education.
Descriptors: Science Teachers, Beginning Teachers, Beginning Teacher Induction, Science Instruction, Teacher Collaboration, Literature Reviews, Middle School Teachers, Secondary School Teachers, High Schools, Academic Standards, Teacher Competencies, Teaching Methods, Pedagogical Content Knowledge, Teacher Responsibility
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: email@example.com; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools; Secondary Education; Junior High Schools; High Schools
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: 1247096