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School Science and Mathematics
written by Patricia Friedrichsen, Kathryn Chval, and Dawn Teuscher
This study examines the support structures and strategies utilized by beginning mathematics and science teachers. The qualitative case study of 18 teachers (0-3 years of experience) includes teachers from rural, suburban and urban schools. Data collection consisted of one-hour interviews. The findings indicate participants utilized formal and informal support structures within the school district (e.g., mentoring programs, talking to other new teachers) as well as those external to the school (e.g., professional organizations and conferences, talking to family and friends). We propose a model of beginning teachers' initiating access to support structures based on the realization that their ideal images of teaching do not match the realities of their classrooms. Implications are given for teacher educators, researchers, and school administrators.
School Science and Mathematics: Volume 107, Issue 5, Pages 169-181
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Education Practices
- Teacher Preparation
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- Middle School
- Elementary School
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- Upper Undergraduate
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© 2007 School Science and Mathematics Association, Inc.
DOI:
10.1111/j.1949-8594.2007.tb17781.x
Keywords:
novice teachers, teacher induction, teacher mentoring, teacher support
Record Creator:
Metadata instance created September 13, 2008 by Bernadette Stewart
Record Updated:
January 2, 2012 by Lyle Barbato
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Record Link
AIP Format
P. Friedrichsen, K. Chval, and D. Teuscher, Sch. Sci. & Math. 107 (5), 169 (2007), WWW Document, (http://dx.doi.org/10.1111/j.1949-8594.2007.tb17781.x).
AJP/PRST-PER
P. Friedrichsen, K. Chval, and D. Teuscher, Strategies and Sources of Support for Beginning Teachers of Science and Mathematics, Sch. Sci. & Math. 107 (5), 169 (2007), <http://dx.doi.org/10.1111/j.1949-8594.2007.tb17781.x>.
APA Format
Friedrichsen, P., Chval, K., & Teuscher, D. (2007). Strategies and Sources of Support for Beginning Teachers of Science and Mathematics. Sch. Sci. & Math., 107(5), 169-181. Retrieved November 26, 2014, from http://dx.doi.org/10.1111/j.1949-8594.2007.tb17781.x
Chicago Format
Friedrichsen, P, K. Chval, and D. Teuscher. "Strategies and Sources of Support for Beginning Teachers of Science and Mathematics." Sch. Sci. & Math. 107, no. 5, (2007): 169-181, http://dx.doi.org/10.1111/j.1949-8594.2007.tb17781.x (accessed 26 November 2014).
MLA Format
Friedrichsen, Patricia, Kathryn Chval, and Dawn Teuscher. "Strategies and Sources of Support for Beginning Teachers of Science and Mathematics." Sch. Sci. & Math. 107.5 (2007): 169-181. 26 Nov. 2014 <http://dx.doi.org/10.1111/j.1949-8594.2007.tb17781.x>.
BibTeX Export Format
@article{ Author = "Patricia Friedrichsen and Kathryn Chval and Dawn Teuscher", Title = {Strategies and Sources of Support for Beginning Teachers of Science and Mathematics}, Journal = {Sch. Sci. & Math.}, Volume = {107}, Number = {5}, Pages = {169-181}, Year = {2007} }
Refer Export Format

%A Patricia Friedrichsen
%A Kathryn Chval
%A Dawn Teuscher
%T Strategies and Sources of Support for Beginning Teachers of Science and Mathematics
%J Sch. Sci. & Math.
%V 107
%N 5
%D 2007
%P 169-181
%U http://dx.doi.org/10.1111/j.1949-8594.2007.tb17781.x
%O text/html

EndNote Export Format

%0 Journal Article
%A Friedrichsen, Patricia
%A Chval, Kathryn
%A Teuscher, Dawn
%D 2007
%T Strategies and Sources of Support for Beginning Teachers of Science and Mathematics
%J Sch. Sci. & Math.
%V 107
%N 5
%P 169-181
%U http://dx.doi.org/10.1111/j.1949-8594.2007.tb17781.x


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