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Download full textBarrett, Sarah Elizabeth – Electronic Journal of Science Education, 2013
This longitudinal case study follows a new science teacher throughout his first 5 years of teaching in a publicly funded alternative high school. It explores the ways in which he reconciled learning to accommodate his professional and personal responsibilities with his ambition to be an activist science teacher. Framed as a form of professional…
Descriptors: Activism, Science Teachers, Longitudinal Studies, Teacher Orientation
