What Goals Does a First-Year Science Teacher Satisfy via Suboptimal Instructional Practices?

• In Event: Equity in Science for High School Students and Teachers

Abstract

This research utilizes a goal-driven model of decision-making to present a case study of Jon, a first-year biology teacher, related to his use of suboptimal practices. Primary data is 32 weekly interviews with Jon. Findings indicate Jon consistently used three suboptimal practices: (1) lecturing via power point presentations; (2) inauthentic projects and (3) tests/quizzes as the main source of assessment. Jon reported three goals driving his decisions to use these practices: (1) to conform to district rules and departmental norms; (2) to become an accepted member of the school and keep his teaching job; and, (3) to avoid students’ failing the state-level end-of-course exam. These goals were interrelated—Jon made decisions in pursuit of multiple goals at the same time.

Author

• Todd L Hutner, University of Alabama