ERIC Number: EJ979590
Record Type: Journal
Publication Date: 2012-Oct
Abstractor: As Provided
Reference Count: 59
Induction and Efficacy: A Case Study of New Zealand Newly Qualified Secondary Science Teachers
Haigh, Mavis A.; Anthony, Glenda J.
Journal of Science Teacher Education, v23 n6 p651-671 Oct 2012
This paper reports on 20 newly qualified secondary science teachers (NQSSTs) participating in a New Zealand study on teachers' early professional learning. The focus of our study is how these new teachers were nurtured to become competent science teachers, confident of their ability to positively influence student learning. Based on responses to a graduating questionnaire and three interviews across their first 18 months of teaching, we look at the effect of induction and contextual factors on the teachers' efficacy. While the NQSSTs overall reported relatively constant ratings of self-efficacy, they demonstrated different patterns of declared efficacy across this 18-month period. Findings regarding the influence of induction practices and contextual factors on the efficacy of these teachers are mixed.
Descriptors: Secondary School Science, Foreign Countries, Questionnaires, Interviews, Science Teachers, Professional Development, Influences, Self Efficacy, Context Effect
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Authoring Institution: N/A
Identifiers - Location: New Zealand