Productive Friction and an Early Career Science Teacher: Learning at a Social Boundary

• In Event: AERA Roundtable Session 13
  In Roundtable Session: Exploring In-Service Science Teachers' Professional Learning and Instruction

Abstract

At the conclusion of teacher preparation programs, graduates seek to transition from pre-service teacher to in-service teacher. However, schools of education and k-12 schools do not always agree on the most productive ways to teach students. Often receiving mixed messages between teacher preparation and their new school community, early career science teachers are left to negotiate whose expertise to rely on and when as they quickly adapt to the many requirements of classroom teaching. This work explores one case of a larger study investigating the transition from student of education to educator of students. Herein, I ask: In what ways, if any, does productive friction drive dimensions of ECSTs practice?

Author

• Jennifer Elizabeth Mesiner, University of Maryland - College Park