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 examines the impact of three different induction programs on secondary science teachers. The teachers were matched by grade level among three groups; one group participated in a science-focused support program, another participated in a general support program, and a third had no formal support. All teachers were monitored during the spring semester to understand their teaching beliefs, instructional practices, and experiences in the classroom. The analysis of data revealed that the secondary science teachers in the science-focused support program implemented more student-centered inquiry lessons, held beliefs aligned with student-centered practices, and felt fewer constraints in their teaching than did the other two groups of teachers. This study reinforces the importance of induction programs for teachers, suggests there is a need for specialized support programs for beginning science teachers, and recommends that universities and school districts work together to develop such programs. ß
This mixed methods study explores secondary teacher conceptualizations of citizenship education in one Midwestern state in the USA. First, the authors situate the study within the teacher belief and citizenship education literature. They then analyze statewide survey responses and interview transcripts that describe teacher beliefs and classroom goals and the degree to which teachers believe these goals are met. The authors advance the typology of personally responsible, participatory and justice-oriented citizenship aims by thickly describing the profiles of teachers within these paradigms. Finally, the authors address the implications of this typology for problematizing citizenship education within preservice and in-service professional development.
Over the past decade, the high number of teachers leaving the profession has been a growing concern among parents, teacher educators, administrators, and policy-makers. While most argue the problem is due to a burgeoning demand and increased numbers of retirements, some researchers propose that the problem of teacher shortages is far more complex. They argue that the greatest numbers of attrition actually occur among beginning teachers. In addition, teacher migration from school to school within the public education system is also a significant feature of the staffing problem, creating inconsistency and impacting student performance and the general effectiveness of schools. Research also points to the fact that migration is a more frequent occurrence among high school teachers, specifically in high demand subject areas such as science.
This paper examines the status of a small sample of beginning high
school secondary science teachers in Arizona who have either left the
profession or changed positions within the public secondary school
system. The authors present the context in which the beginning teachers
worked, analyze reasons for their decisions, and compare findings to
national data.
PurposeThe authors propose that a digital instructional delivery format of lesson study (LS) may have the potential to amplify particular aspects of traditional, face-to-face LS.Design/methodology/approachThis is a qualitative case study, using data triangulation, member checking and an inductive approach to open-coding utilizing grounded theory to identify codes and themes.FindingsDigital tools promoted LS and learning, allowing for rigorous collaboration, synchronous observations, data collection and feedback, leading to deeper understanding.Research limitations/implicationsDigital tools used in the online LS process changed how instructional planning can be researched, analyzed and written collaboratively and impacted the fluidity of a lesson, the ease of observation and reflection, student engagement and the researchers' and students' ability to share ideas in real time.Practical implicationsLS can be integrated into online teacher education programs to engage students in online learning and promotes engagement, peer interaction and student voice. The use of these digital tools is not restricted just to remote instructional contexts.Social implicationsLS reduces teacher isolation, builds a collaborative community of teachers and increases instructional motivation. Educators across schools, universities or districts can integrate online LS into remote teacher education programs and online courses.Originality/valueThis study is original work that has not been published elsewhere.
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