Exploring the interaction of personal and contextual factors during the induction period of science teachers and how this interaction shapes their enactment of science reform
Başlık çevirisi mevcut değil.
- Tez No: 400254
- Danışmanlar: PROF. SHERRY A. SOUTHERLAND
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2007
- Dil: İngilizce
- Üniversite: Florida State University
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Ortaöğretim Alan Öğretmenliği Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 435
Özet
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Özet (Çeviri)
The first years of teaching are demanding as the novice works to gain a degree offamiliarity in her/his professional work. It is during this period that many teachers decideto leave the teaching profession or move away from the reform-minded beliefs andpractices acquired during their teacher preparation programs. To understand whathappens during induction requires a focus on both the cognitive and contextual issuesrelated to science teaching. The goal of this qualitative, multi-case study was to describethe induction experiences of two reform-minded first year science teachers and thestrategies they used to negotiate contradictions embedded the context of schooling. Usingthe frame of Cultural Historical Activity Theory, in this research I focused on changes inscience teachers? personal and professional identities, self-efficacy and pedagogicaldiscontentment, the manner in which these factors shaped science teaching practices, andbeliefs and practices shaped and were shaped by the context of the novices? work.Data included a year of participant observations, surveys, open-endedquestionnaires, interviews, classroom observations, and mediating artifacts such as lessonplans and assignments. Identities and dispositions of these teachers played significant roletheir attempts to become competent members of their school communities, attempts thatinfluenced and were influenced by their teaching self-efficacy and pedagogicaldiscontentment. Mild contradictions in the system allowed for the refinement of reformmindedscience teaching practices, while extreme contradictions in the system served tochange one teacher?s goals and prevented his successful enactment of science educationreform. Findings indicated that the successful enactment of reform-minded practicedepends not just on contextual factors related to schools, or just on individual factorsassociated with science teaching. Instead, personal and contextual factors interact toshape a novice?s first year experience. This research also demonstrated that participationin a professional community that both acknowledges the strengths novices bring into thecommunity and recognizes the support novices need is essential if novices are to becomesuccessful members of a community of practice.One implication of this research is the need to move beyond a singular focus onscience teaching and learning in teacher education programs to include an exploration ofthe affective and professional aspects of teaching. Because this research points to theimportant role professional development communities play in the development of reformminded science teachers, a second implication of this research is that teacher preparationprograms should include a close examination of the role and importance of communitiesin a teacher?s initial success and long term development. Clearly disbanding theprofessional community constructed throughout a preservice experience upon graduationis artificial and counterproductive. Instead, induction programs that include somemembers of the preservice science teacher?s community may be invaluable for providingsupport, recognition, and critical lens needed for novices to examine their work as theymove into schools as professionals engaged in practice of reform-based science teaching
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