Learning on the job: Conditions for professional development of beginning science teachers

Sanford, Julie

doi:10.1002/sce.3730720507

Cited by 17 publications

(21 citation statements)

References 7 publications

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“…Commonly encountered issues are high expectations combined with entry shock, relations with other staff and administrators, and discipline and behaviour management issues (Ewing & Manuel, 2005;Fetherston & Lummis, 2012). Beginning teachers must contend with all of these problems whilst building a professional identity (Northfield & Gunstone, 1997;Sanford, 1988). A USA study found that the two most cited reasons for leaving the profession were lack of on-the-job support and workplace conditions, typified by discipline problems, poor administrative support and poor overall school culture (Boser, 2000).…”

Section: A Need To Support Beginning Teachersmentioning

confidence: 99%

Beginning Teacher Support in Australia: Towards an Online Community to Augment Current Support

Kelly

Reushle

Chakrabarty

et al. 2014

AJTE

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Section: A Need To Support Beginning Teachersmentioning

confidence: 99%

Beginning Teacher Support in Australia: Towards an Online Community to Augment Current Support

Kelly

Reushle

Chakrabarty

et al. 2014

AJTE

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“…The literature is replete (cf. Sanford, 1988) with examples of science teachers being assigned to teach courses outside of their content area. The 1993 -1994 beginning teachers are no exception.…”

Section: Areas Of New Teacher Concernmentioning

confidence: 99%

“…Teacher preparation programs in general, and secondary school science and mathematics teacher preservice programs in particular, are often criticized for failing to look beyond the immediate task of preparing teachers (cf. Zeichner & Tabachnik, 1981;Sanford, 1988;Yager, 1993a;Ciscell, 1994;Anderson & Mitchener, 1994). Once these individuals enter the profession, few if any attempts are made to seek any substantial feedback on their performance that could be used to improve the effectiveness of the program.…”

Section: Introductionmentioning

confidence: 99%

“…However, this research has been of a general nature and there have been few subject-specific studies in areas such as the development of secondary science or mathematics teachers (Sanford, 1988;Kagan, 1992;Fessler & Christensen, 1992;Yager 1993a;Brunkhorst et al, 1993;Anderson & Mitchener, 1994;Loughran, 1994). Currently, little is known about plausible relationships between secondary science preservice teacher preparation, teaching performance, and student outcomes of the beginning science teacher (Sanford, 1988;Loughran, 1994;Anderson & Mitchener, 1994).…”

Section: Introductionmentioning

confidence: 99%

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Concerns and perceptions of beginning secondary science and mathematics teachers

Adams

Krockover

1997

Sci. Ed.

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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.

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“…It has been well documented through the research literature that beginning teachers face many dif® culties when they try to establish themselves as teachers in their initial years of practice (Sanford, 1988). Despite what they have been taught (and what they have learnt) in their pre-service teacher education program, teaching, and therefore how that impacts at a personal level as a teacher, takes on new signi® cance when the responsibilities of school life become the daily concern of the emerging professional.…”

Section: Introductionmentioning

confidence: 99%

Continuities and Discontinuities: the transition from pre-service to first-year teaching

Loughran¹,

Brown²,

Doecke³

2001

Teachers Teach.

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The study outlined in this paper is one element of a research project that was designed to determine, from the teachers' perspective, how their teacher preparation program in¯uenced their development as teachers and how this development progressed in their beginning years within the profession. This paper then explores how a group of student-teachers who had completed their Dip. Ed. at Monash University described their own development during their transition into the teaching profession as they re-considered their pre-service teacher preparation program.

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Learning on the job: Conditions for professional development of beginning science teachers

Cited by 17 publications

References 7 publications

Beginning Teacher Support in Australia: Towards an Online Community to Augment Current Support

Beginning Teacher Support in Australia: Towards an Online Community to Augment Current Support

Concerns and perceptions of beginning secondary science and mathematics teachers

Continuities and Discontinuities: the transition from pre-service to first-year teaching

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