Concerns and perceptions of beginning secondary science and mathematics teachers

Abstract

This study is an exploratory research project to: (1) identify the concerns that beginning science and mathematics teachers have about being a new teacher; and (2) identify the perceptions that these teachers have about the effectiveness of their preservice program in relation to their concerns. Program, in this context, is defined as pedagogy coursework, content coursework, and undergraduate experiences relevant to teaching. The participants for this study consisted of 11 beginning (less than 2 years experience) secondary and middle school science (n = 8) and mathematics (n = 4; dual assignment) teachers who were involved in the Salish Project at Purdue University during the 1993–1994 school year. The national Salish Project, in which Purdue University is a participant, is a research project designed to study secondary science and mathematics preservice programs across the nation. The primary data sources for the study were telephone interviews using an interview guide. The interview guide consisted of four questions that asked about the school community, what was learned by the participants during their first year of teaching, advice that the participants would like to give to new teachers, and how well the preservice program prepared them for their first year of teaching. The interview transcripts were analyzed using a cross‐case inductive analysis based from a phenomenological perspective. The new teacher concerns that emerged were: class assignments, curriculum development, time management, classroom management, and presentation of the content. Curriculum development, class assignments, and presentation of content have significant implications for the secondary science and mathematics preservice program. The perceptions that emerged about the preservice program were: content course work is too specific; some of the pedagogical coursework has limited usefulness; there is a need for more field experiences; and being an undergraduate teaching assistant eases the transition in becoming a teacher. All four of these perceptions have implications for the improvement of a secondary science preservice program. © 1997 John Wiley & Sons, Inc. Sci Ed 81:29–50, 1997.

Pedagogical content knowledge in science education: perspectives and potential for progress

“…Trainees learn to adapt their knowledge, taking learners' needs into account (Lederman et al, op cit;Tuan et al, 1995;Angell et al, 2005). Third, emotional attributes seem to play a part in making a successful transition to -teacher‖ (Adams and Krockover, 1997;de Jong, 2000;Burn, et al, 2007). Good levels of personal selfconfidence and provision of supportive working atmospheres in which collaboration is encouraged benefit novices and experienced teachers alike.…”

“…Baird, Brodie, Bevins and Christol (2007) summarise the extensive lists of competences comprising the professional standards UK and US teachers must meet in order to be -qualified‖. Adams and Krockover (1997) analysed concerns and perceptions held by pre-service science and mathematics teachers. They found that trainees expressed concerns about lack of preparation for teaching, classroom management and organising their time, among others.…”

Coteaching In A Science Methods Course

“…Classroom management and student discipline are the foremost difficulties that novice science teachers will face as they begin to teach (Adams & Krockover, 1997;Latz, 1992;Lederman & Gess-Newsome, 1991). Beginning to work through these issues is similar for these novice teachers as other novices, especially in student-teaching arrangements (McIntyre et al, 1997;Pilarski, 1994).…”

“…When asked what could be done to better prepare them for teaching, graduates in science education often cite among other things the need for more and earlier field experience (Adams & Krockover, 1997). However, questions have existed for some time as to whether more of the same traditional field experience of observation and assistance would help preservice teachers become classroom teachers (McIntyre et al, 1997;Zeichner, 1980).…”

A história de Eli: um professor de Física no início de carreira

“…Tem grandes dificuldades em construir relações de trabalho com o staff escolar. Contempla integralmente as características de um professor novato que viveu durante seu primeiro ano como professor exclusivamente a fase de preocupações consigo mesmo [1], [6], [7], [14], [15].…”