Despite consistent calls for pedagogical changes in the teaching of science since the 1989 publication of Science for All Americans (Rutherford & Ahlgren), most science teachers still teach in traditional ways. This is most surprisingly true even for new science teachers whose teacher education programs have emphasized reform-based instruction. In order to understand how reform-based teaching can be done by new teachers, I examined the experiences and beliefs of three reform-based new secondary science teachers. Research in teacher socialization has shown that three separate phases--"life history," teacher education, and in-service-shape--a teacher's beliefs and practices. Findings from this collective case study suggest that the ability to teach in reform-based ways in the "rough and tumble of practice" (Crawford, 2007) may be linked to a teacher having a "belief in" reform rather than a "knowledge of" reform. Findings from this study also provides evidence of teachers relying on their own learning style as a guide for teaching; drawing on authentic inquiry experiences in their instruction and their conceptions of the nature of science; and benefiting from having digital forms of lessons available, regardless of level of reform, to use as a springboard to crafting reform-based lessons. A possible link is explored between a disposition towards stewardship of the environment and disposition towards stewardship of children as learners. Recommendations are made for research, teacher education, and teacher in-service with regards to selection, preparation, and in-service support of new science teachers who can teach in reform-based ways.
University of Minnesota Ph.D. dissertation. September 2008. Major: Education, Curriculum and Instruction. Advisors: Fred Finley and Gillian Roehrig. 1 computer file (PDF); x, 179 pages, appendices A-E.
Hick, Sarah Rachel.
Who can do it? New science teachers with reform-based teaching strategies..
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