Newly Hired Science Teachers Noticing and Early Perceptions of Science and Engineering Practices

• In Event: Science Teacher Learning and Pedagogical Practices

Abstract

Understanding teachers' early perceptions and reasoning is essential for supporting them in implementing standards-based instruction. This study examines 46 newly-hired teachers' noticing of science and engineering practices (SEPs) in videos of standards-based instruction (NRC, 2012). Qualitative coding was used to determine teachers’ identification of the SEPs and an asset perspective was taken to describe teachers' framing of SEP instruction. Results reveal that the teachers attended to multiple SEPs, even if they were not emphasized in the video. Teachers' perceptions of the SEPs are described through themes grouped from their noticing, highlighting the connections teachers make between the SEPs. This study has practical implications for those who work with early career teachers to develop their vision of the Framework (NRC, 2012).

Authors

• Ella Yonai, University of Georgia

• Althea A. Roy, Clemson University

• Xinyu He, University of Georgia

• Julie A. Luft, University of Georgia

• Brooke A. Whitworth, Clemson University