Real-Time Instructional Challenges of Early Career Science Teachers in High-Needs Schools

• In Event: AERA Roundtable Session Thursday 8:00 a.m. Four Seasons Ballroom 2-3
  In Roundtable Session: Research on Teacher Induction Roundtable 1 (Table 7)

Abstract

Early career science teachers (ECST) in high-needs schools face challenges such as insufficient resources and working with diverse students. While several studies have explored these challenges using several lenses, little is known about science-specific challenges that occur in real-time during science teaching. This study uses a qualitative approach to explore real-time challenges that occur during science teaching and how ECSTs respond to these events. Findings reveal that ECSTs real-time instructional challenges were teacher, student or school induced. ECSTs responded by supplementing material resources with personal items and creating problem-solving opportunities to keep the students engaged. The impact on their instruction includes enjoying the outcome of the instructional process while acknowledging the emotionally challenging nature of unexpected occurrences.

Authors

• Adepeju Olufunke Prince, Kent State University

• Grace Morris, Kent State University

• Shannon Lynne Navy, Kent State University