The induction experience of beginning science teachers from different teacher preparation programs: Does one size fit all?

Persistent Link:
http://hdl.handle.net/10150/280044
Title:
The induction experience of beginning science teachers from different teacher preparation programs: Does one size fit all?
Author:
Roehrig, Gillian
Issue Date:
2002
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Induction programs are essential in addressing the unique pedagogical and content needs of secondary science teachers. Yet most secondary science teachers have little access to general induction programs, and even less opportunity to participate in specialized science induction programs. This study examined the impact of a science-focused induction program on the practices and beliefs of first-year secondary science teachers from different teacher preparation programs. Eight teachers from four different teacher preparation programs participated in this study. All of the teachers were monitored throughout the academic year in order to understand their teaching beliefs, instructional practices, and induction program experiences. The analysis of data revealed that four of the beginning teachers implemented at least one "science as inquiry" lesson. All four of these teachers also maintained their incoming student-centered teaching beliefs or shifted towards more student-centered beliefs throughout the year. Teachers from the M.Ed. (science emphasis) program implemented more frequent and less mechanistic inquiry lessons than teachers from other preparation programs. The other four teachers had more traditional practices but their beliefs were maintained throughout the year with little or no regression towards more teacher-centered beliefs. The analysis of data also revealed that all of the first-year secondary science teachers received support from the science-focused induction program, with teachers from the M.Ed. (science emphasis) program receiving more philosophical support, and the other teachers receiving more instructional support. This study reinforces the importance of induction programs for all teachers, in the presence of support from a science-focused induction program, reform-based practices, such as "science as inquiry," are more likely to occur. Induction programs, however, must be configured to provide different types of support to meet the needs of teachers from different teacher preparation programs and backgrounds.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Administration.; Education, Teacher Training.; Education, Secondary.; Education, Sciences.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Teaching and Teacher Education
Degree Grantor:
University of Arizona
Advisor:
Luft, Julie A.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleThe induction experience of beginning science teachers from different teacher preparation programs: Does one size fit all?en_US
dc.creatorRoehrig, Gillianen_US
dc.contributor.authorRoehrig, Gillianen_US
dc.date.issued2002en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractInduction programs are essential in addressing the unique pedagogical and content needs of secondary science teachers. Yet most secondary science teachers have little access to general induction programs, and even less opportunity to participate in specialized science induction programs. This study examined the impact of a science-focused induction program on the practices and beliefs of first-year secondary science teachers from different teacher preparation programs. Eight teachers from four different teacher preparation programs participated in this study. All of the teachers were monitored throughout the academic year in order to understand their teaching beliefs, instructional practices, and induction program experiences. The analysis of data revealed that four of the beginning teachers implemented at least one "science as inquiry" lesson. All four of these teachers also maintained their incoming student-centered teaching beliefs or shifted towards more student-centered beliefs throughout the year. Teachers from the M.Ed. (science emphasis) program implemented more frequent and less mechanistic inquiry lessons than teachers from other preparation programs. The other four teachers had more traditional practices but their beliefs were maintained throughout the year with little or no regression towards more teacher-centered beliefs. The analysis of data also revealed that all of the first-year secondary science teachers received support from the science-focused induction program, with teachers from the M.Ed. (science emphasis) program receiving more philosophical support, and the other teachers receiving more instructional support. This study reinforces the importance of induction programs for all teachers, in the presence of support from a science-focused induction program, reform-based practices, such as "science as inquiry," are more likely to occur. Induction programs, however, must be configured to provide different types of support to meet the needs of teachers from different teacher preparation programs and backgrounds.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Administration.en_US
dc.subjectEducation, Teacher Training.en_US
dc.subjectEducation, Secondary.en_US
dc.subjectEducation, Sciences.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineTeaching and Teacher Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorLuft, Julie A.en_US
dc.identifier.proquest3053912en_US
dc.identifier.bibrecord.b42819726en_US
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