Early career secondary science teachers: A longitudinal study of beliefs in relation to field experiences

Fletcher, Steven; Luft, Julie A.

doi:10.1002/sce.20450

Cited by 55 publications

(75 citation statements)

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“…The changing nature of new teacher beliefs has been documented by Brickhouse and Bodner (1992), Simmons et al (1999), and Fletcher and Luft (2011). The case study by Brickhouse and Bodner (1992) depicted how a NHTS negotiated conflicting beliefs about what he envisioned and what was possible.…”

Section: Different Cognitive Attributes Of Nhts Can Influence Their Pmentioning

confidence: 95%

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Supporting newly hired teachers of science: attaining teacher professional standards

Luft

Dubois

Nixon

et al. 2014

Studies in Science Education

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National standards for teachers are becoming more common. For newly hired teachers of science (NHTS), these standards have implications for how they are prepared and supported in their early years. In order to guide educators who prepare and study teachers of science and support NHTS, this review examines 30 years of research pertaining to teachers of science in their first five years of teaching. An examination of several national standards documents resulted in six broad areas that frame this review: Content and Curricular Knowledge, Learners and Learning, Professional Practice and Learning Environments, Equity, Assessment and Professionalism. It is evident from the review of identified articles that NHTS are capable of much more than has been envisioned and discussed previously, and that they are in a unique period in which their knowledge and abilities are being modified rapidly. This review points to the need for well-configured induction programmes, and the importance of the alignment between initial certification programmes and induction programmes. Finally, this review suggests several areas that are in need of study, such as how NHTS build their knowledge about learners and learning, and assessment. This review begins to fill the 'gap' in our understanding of science teacher development by specifically examining NHTS.

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Section: Different Cognitive Attributes Of Nhts Can Influence Their Pmentioning

confidence: 95%

“…They did not, however, specify what supported this change. Fletcher and Luft (2011) disaggregated beliefs into teaching and learning beliefs in their study of five secondary science teachers.…”

Section: Different Cognitive Attributes Of Nhts Can Influence Their Pmentioning

confidence: 99%

Supporting newly hired teachers of science: attaining teacher professional standards

Luft

Dubois

Nixon

et al. 2014

Studies in Science Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Current literature on teacher beliefs indicates that some beliefs are more pliable, whereas others are unchanging (Fletcher & Luft, ; Lotter, Harwood, & Bonner, ). For example, Lotter et al.…”

Section: Theoretical Framework and Relevant Literaturementioning

confidence: 99%

Examining the Influence of RETs on Science Teacher Beliefs and Practice

et al. 2014

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Following the argument that an explicit focus on teacher thinking is an important outcome for professional development (Capps, Crawford, & Costas, 2012; Desimone, 2009), the research presented here examines the impact of one form of professional development, Research Experiences for Teachers (RETs), has in shaping teachers’ beliefs and affect related to inquiry in the classroom. By examining two distinct forms of RETs, this study incorporates 5 years of data collected from more than 100 RET participants, which include elementary, middle, and high school teachers. Evidence was drawn from analysis of multiple instruments measuring science teachers’ self‐efficacy (STEBI), pedagogical discontentment (STPD), teachers’ beliefs about teaching and learning (TBI), and Contextual Beliefs about Teaching Science (CBATS). The results indicate that both RET programs were successful in shaping teachers’ beliefs and affect—particularly in decreasing pedagogical discontentment and enhancing beliefs about reform. However, the RET program that focused mainly on teacher practice was more successful in shaping teachers’ beliefs and was the only program to show an influence on teachers’ practice.

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“…In addition to teachers' professional knowledge, their beliefs are assumed to be part of teachers' competency (Blömeke, Felbrich, et al, 2008) and act as an important foundation of teachers' decisions (Fletcher & Luft, 2011, p. 1125). However, this study did not address contextual knowledge or teachers beliefs.…”

Section: Theorymentioning

confidence: 99%

Developing and evaluating a paper-and-pencil test to assess components of physics teachers’ pedagogical content knowledge

Kirschner

Borowski

Fischer

et al. 2016

International Journal of Science Education

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Teachers' professional knowledge is assumed to be a key variable for effective teaching. As teacher education has the goal to enhance professional knowledge of current and future teachers, this knowledge should be described and assessed. Nevertheless, only a limited number of studies quantitatively measures physics teachers' professional knowledge. The study reported in this paper was part of a bigger project with the broader goal of understanding teacher professional knowledge. We designed a test instrument to assess the professional knowledge of physics teachers (N = 186) in the dimensions of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK). A model describing the relationships between these three dimensions of professional knowledge was created to inform the design of the tests used to measure CK, PCK, and PK. In this paper, we describe the model with particular emphasis on the PCK part, and the subsequent PCK test development and its implementation in detail. We report different approaches to evaluate the PCK test, including the description of content validity, the examination of the internal structure of professional knowledge, and the analysis of construct validity by testing teachers across different school subjects, teachers from different school types, pre-service teachers, and physicists. Our findings demonstrate that our PCK test results could distinguish physics teachers from the other groups tested. The PCK test results could not be explained by teachers' CK or PK, cognitive abilities, computational skills, or science knowledge. ARTICLE HISTORY

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Early career secondary science teachers: A longitudinal study of beliefs in relation to field experiences

Cited by 55 publications

References 50 publications

Supporting newly hired teachers of science: attaining teacher professional standards

Supporting newly hired teachers of science: attaining teacher professional standards

Examining the Influence of RETs on Science Teacher Beliefs and Practice

Developing and evaluating a paper-and-pencil test to assess components of physics teachers’ pedagogical content knowledge

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