The First Five Years: Beginning Secondary Science Teachers in Different Induction Programs

• In Event: Exploration and Survey of Teacher Induction Programs and Accountability

Abstract

In this study, we followed over 100 beginning secondary science teachers to determine how their knowledge and practices changed during their first five years of teaching. This mixed-methods study used interviews and classroom observations to follow the teachers as they participated in one of four induction programs in their first two years. The findings from this study suggest that content is important to consider when developing induction programs, and they also suggest that a teacher’s knowledge about student learning and the instruction practices of a teacher can be impacted induction programs. From this study, we suggest new directions for science teacher educators in their work with beginning teachers, and in their research with beginning science teachers.

Authors

• Julie A. Luft, University of Georgia

• Jonah B. Firestone, Arizona State University

• Sissy S. Wong, University of Houston

• Irasema Ortega, Arizona State University

• Charles Weeks, Arizona State University

• Krista L. Adams, University of Nebraska - Lincoln