The Role of Social Networks and Professional Identity in Science Teacher Induction

• In Event: Collaboration, Structures, and Tools in Science Teacher Learning

Abstract

A longitudinal mixed method study was conducted to develop an understanding of the factors and outcomes involved with a collaborative induction program for novice inservice science teachers. Theoretical grounding was based on learning organization theory as well as professional identity development in a place-based environment. Participants were involved in an intensive induction program focused on equitable instruction in high-needs schools involving continuous integrated Professional Learning Communities (PLC). Data were collected from multiple classroom observations, interviews, and PLC meeting transcripts over four years. Results found significant growth in equitable reformed inquiry science teaching and in professional identity. Development of leadership skills through involvement in PLCs supported participants’ proactive involvement and innovation in the classroom, and in the school community.

Authors

• Dennis Sunal, University of Alabama
  Presenting Author

• Cynthia S. Sunal, University of Alabama
  Presenting Author

• Sabrina D. Stanley, University of Alabama
  Non-Presenting Author

• Marsha E. Simon, University of West Georgia
  Non-Presenting Author