Bridging the Gap: Supporting Beginning Science Teachers

Luft, Julie A.; Patterson, Nancy

doi:10.1023/a:1022518815872

Cited by 48 publications

(32 citation statements)

References 13 publications

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“…McConney and Maor, in their recent report concerning a mentoring program for science and mathematics teachers instituted by the University of Western Australia, stated that … new teachers in the learning areas of science and mathematics may indeed need stronger support because these teachers often face greater challenges in keeping up with new knowledge, innovative pedagogies and new technologies, in addition to ensuring their early-career survival in the classroom. (2009, p.2) Science teachers have specific challenges in the classroom laboratory, with lessons that require extensive preparation, the coordination of intricate physical tasks, and issues of student safety (Smith & Ingersoll, 2004, Luft & Patterson, 2002. Mathematics teachers require a constantly up-dated knowledge of the latest graphic or algebra-assisted (CAS) calculators, mandated for use in many Australian classrooms and tertiary entrance examinations.…”

Section: Reviewing the Literature The Specific Needs Of Early Career mentioning

confidence: 99%

Tailoring Mentoring for New Mathematics and Science Teachers: An Exploratory Study

Ormond

2011

AJTE

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Section: Reviewing the Literature The Specific Needs Of Early Career mentioning

confidence: 99%

Tailoring Mentoring for New Mathematics and Science Teachers: An Exploratory Study

Ormond

2011

AJTE

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“…Beginning teachers also participated in on-line communications, were visited in their class monthly by project staff, and attended a national Downloaded by [Dicle University] at 08:55 04 November 2014 science education conference to acquire additional teaching resources. A more comprehensive discussion of this program can be found in Luft and Patterson (2002) or Luft (2001).…”

Section: The Studymentioning

confidence: 99%

Research Report

Roehrig

Luft

2004

International Journal of Science Education

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213

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Science as inquiry' is a key content standard in the National Science Education Standards to be enacted by US science teachers. This paper is the result of a study that was conducted in order to understand factors that impacted the inquiry-based instruction of 14 beginning secondary science teachers. These teachers were part of a collaborative university/school district induction program designed to facilitate inquiry-based instruction. For a period of 1 year, the teachers were followed in an attempt to understand their teaching beliefs, instructional practices, knowledge of the nature of science and scientific inquiry, and their experiences with inquiry instruction in the classroom. Case and cross-case comparisons revealed five main constraints that impacted their enactment of inquiry-based instruction: an understanding of the nature of science and scientific inquiry, content knowledge, pedagogical content knowledge, teaching beliefs, and concerns about management and students. This study reinforces the need for standards-based induction programs that offer various forms of support to assist beginning science teachers.

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“…Although there are differences in teaching expectations, styles, and attitudes in EFL countries, there may be common mentoring attributes and practices as indicated in the literature. For example, several studies in the field of mentoring have reported that listening is a desirable mentor attribute (Beyene, Anglin, Sanchez, & Ballou, 2002;Harrison, Dymoke, & Pell, 2006;Luft, Bang, & Roehrig, 2007), which also needs to be part of mentoring in EFL writing.…”

Section: Literature Reviewmentioning

confidence: 99%