The effects of socialization on beginning science teachers' pedagogical decision making and science instruction

Abstract

Notes. *Pseudonyms were used to ensure participants' anonymity. ^Data from the National Center for Education Statistics. + Free/Reduced. # The number of different types classes the teacher was responsible for (e.g., Biology, Physics, and Chemistry). Data Collection Baxter and Jack (2008) contend that a primary feature of case study research is employing multiple data sources. Baxter and Jack (2008), Snyder (2012), and Yin (1981) assert that data from multiple sources need to be integrated in data analysis and not analyzed in isolation. Each data source is one piece of a puzzle, and each piece contributes to the researcher's

Exploring the relationship between beginning science teachers’ practices, institutional constraints, and adult development

“…Effective Science Teacher Education. Many studies of science teacher education programs over the last 30 years echo Darling-Hammond's (2006a;2006b) findings (Bergman, 2007;Clough et al, 2009;Herman, Clough & Olson, 2013a& 2013bIhrig, 2014;Krajcik & Penick, 1989;Simmons et al, 1999;Tillotson & Young, 2013;Windschitl, Thompson, Braaten & Stroupe, 2012). A synthesis of these findings makes clear effective STEP programs include:…”

“…• An intentional, supportive peer cohort that spanned multiple semesters (Ihrig, 2014;Tillotson & Young, 2013).…”

“…Many researchers have proposed mentoring beginning teachers to help them transition into the teaching profession (Paige, 2003) and research does indicate mentoring programs can help teachers in the induction years (Bianchini, 2012;Luft, Dubois, Nixon, Campbell, & Bang, 2014). However, many mentoring relationships work to socialize teachers into traditional practices rather than support teachers in implementing reformsbased practices (Ihrig, 2014). As Goodlad (1990) wrote plainly,…”

“…Consequently, teacher socialization is often conflict laden as teachers often feel torn between maintaining what they have learned in their pre-service programs and adjusting to the norms of the school environment (Brickhouse & Bodner, 1992;Crow, 1987). The tensions many beginning teachers feel often undergird many science teachers' perceived institutional constraints (Bergman, 2007;Brickhouse & Bodner, 1992;Ihrig, 2014;Kagan, 1992;Tobin & McRobbie, 1996). That is, the traditional structure of the institution can constrain teachers' decision making (Brickhouse & Bodner, 1992) and "washout" reforms-based teaching practices teachers have learned in teacher education (Zeichner & Tabachnick, 1981).…”

“…A great deal of evidence exists that pre-service teacher education programs can prepare effective teachers (; Bergman, 2007;Clough et al, 2009;Darling-Hammond 2006a,2006bHerman, Clough & Olson, 2013a& 2013bIhrig, 2014;Krajcik & Penick, 1989;Simmons et al, 1999;Tillotson & Young, 2013;Windschitl, Thompson, Braaten & Stroupe, 2012), but school systems, which are often steeped in traditional practices, exert instructional constraints on teachers and often end up eroding their reforms-based teaching practices (Brickhouse & Bodner, 1992;Beltman et al, 2011;Goodlad, 2004;Zeichner & Tabachnick, 1981) . A deep understanding of teaching and learning and order of consciousness may be important to understanding how to prepare teachers to more effectively manage the complexities of teaching, navigate institutional constraints, and not succumb to socialization pressures.…”