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Understanding the Induction of a Science Teacher

Title: Understanding the Induction of a Science Teacher: The Interaction of Identity and Context.
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Name(s): Saka, Yavuz, 1975-, author
Southerland, Sherry A., 1962-, author
Kittleson, Julie, author
Hunter, Todd, author
Type of Resource: text
Genre: Text
Issuance: serial
Date Issued: 2013
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: The demanding first years of teaching are a time when many teachers leave the teaching profession or discard the reform-minded practice emphasized in teacher preparation. If we are to lessen teacher attrition and more effectively support teachers during their development, a better understanding of what occurs during their induction into the profession is needed. The question that drove this research was what factors influence how a beginning science teacher negotiates entry into teaching? Specifically, we sought to understand how a beginning science teacher's identities interact with the teaching context, how this interactions shapes his use of reform minded teaching practice, and how the negotiation of identity, context and practice influence a novice teacher's employment decisions. The study involved two years of data collection; data included classroom and school observations, questionnaires, interviews, and teaching artifacts (such as lesson plans and assessments). The results demonstrate how conflicts in identities, institutional expectations, and personal dispositions of this novice influenced his transition in becoming a member of his school community. Implications of these interactions for teacher preparation and support are provided.
Identifier: FSU_migr_ste_faculty_publications-0012 (IID), 10.1007/s11165-012-9310-5 (DOI)
Keywords: teacher identity, teacher induction, science education and reform, interpretative research design
Note: This is the accepted version of the article that was published in Theory into Practice. The final publication is available at http://link.springer.com/article/10.1007/s11165-012-9310-5.
Citation: Saka, Y., Southerland, S. A., Kittleson, J., & Hutner, T. (2013). Understanding the Induction of a Science Teacher: The Interaction of Identity and Context. Research in Science Education. Retrieved from [add DigiNole URL for this article]
Subject(s): Education, Higher
Education
Mathematics -- Study and teaching
Science -- Study and teaching
Links: http://dx.doi.org/10.1007/s11165-012-9310-5
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_migr_ste_faculty_publications-0012
Owner Institution: FSU
Is Part of Series: School of Teacher Education Faculty Publications.
Is Part Of: Research in Science Education.
Issue: 3, 43

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Saka, Y., Southerland, S. A., Kittleson, J., & Hunter, T. (2013). Understanding the Induction of a Science Teacher: The Interaction of Identity and Context. Research In Science Education. Retrieved from http://dx.doi.org/10.1007/s11165-012-9310-5