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NSTA Position Statement: Induction Programs for the Support and Development of Beginning Teachers of Science
published by the National Science Teachers Association
The National Science Teachers Association (NSTA) recommends that schools and teacher preparation programs provide new teachers of science with comprehensive induction programs. Research suggests these programs should address specifics for teachers of science, involve trained mentors, provide adequate time to support continual learning of new teachers of science, and support teachers during their induction period, defined as the first two to three years of teaching. Induction programs not only provide new teachers with the support they need during the critically important early years of teaching, these programs can set practices and beliefs that last throughout a teacher's career. Growing evidence suggests that new teachers of science who participate in comprehensive induction programs with a science-specific focus are more likely to remain in the teaching profession and continue to develop deeper pedagogical content knowledge and stronger abilities to enact standards-based science instruction. When these programs are coordinated with teacher preparation programs and mid-career professional development programs, teachers are likely to experience a continuum of professional development. Therefore, NSTA recognizes that induction programs with a science-specific focus are critical for the initial and on-going development of teachers of science. While the vision for these programs is focused on the induction period, NSTA recognizes that experienced teachers new to science or individuals coming to teaching from other professions also will benefit from such programs if they are configured adequately.
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