ERIC Number: EJ788731
Record Type: Journal
Publication Date: 2008-Apr
Reference Count: N/A
To What Extent Do Reform-Prepared Upper Elementary and Middle School Science Teachers Maintain Their Beliefs and Intended Instructional Actions as They Are Inducted into Schools?
Marbach-Ad, Gili; McGinnis, J. Randy
Journal of Science Teacher Education, v19 n2 p157-182 Apr 2008
We report the results of survey research that collected responses of an identical sample (31 beginning mathematics and science teachers, elementary and middle school level) that graduated from a reform-based mathematics and science teacher preparation program, the Maryland Collaborative for Teacher Preparation (MCTP). We compared responses of the same beginning teachers over the two administrations of the survey. The 1st administration was conducted soon after the beginning teachers graduated from the MCTP program, but had not started full teaching. The 2nd administration was conducted after the new teachers had taught full time for a minimum of a full year, with the majority having taught for 2 years. Results indicated that in all areas the MCTP teachers maintained their reform-based beliefs.
Descriptors: Science Teachers, Beginning Teachers, Educational Change, Teacher Education, Elementary School Teachers, Middle School Teachers, Comparative Analysis, Teacher Surveys, Teacher Attitudes, Science Instruction
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Higher Education; Middle Schools
Authoring Institution: N/A
Identifiers - Location: Maryland