Linking New Science Teachers’ Use of Resources to Student Learning Opportunities Mediated by Instructional Tasks

• In Event: Roundtable Session 20
  In Roundtable Session: Mentoring, Resources, and Teacher Induction

Abstract

This multiple case study examines the critical resources recognized and leveraged by 19 first year science teachers to design, launch and implement their instructional tasks, and how their access to and use of resources are related to students’ science learning opportunities mediated by instructional tasks. Data include field notes, interview transcripts, student work, and artifacts from 57 lessons taught by 19 first year science teachers. The analysis shows a distinct relationship between the new teacher’s access and use of resources, the quality of instructional tasks, and students’ engagement. The findings suggest that new teachers are more likely to create productive learning opportunities when they are connected to multiple professional networked communities and leverage conceptual tools as well as material resources.

Authors

• Hosun Kang, University of California - Irvine

• Mark A. Windschitl, University of Washington

• Jessica J. Thompson, University of Washington