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Journal of Research in Science Teaching
written by Gillian Roehrig and Julie Luft
The number of induction programs available to teachers is increasing rapidly, and by necessity these programs are designed to meet the needs of all teachers regardless of their preparation and academic background. This study examines the impact of a science-focused induction program on secondary science teachers from different preparation programs. The 16 teachers were first-year secondary science teachers who graduated the previous year from one of four different teacher-preparation programs. All teachers were monitored during their first year of teaching, as they participated in the induction program, to understand their teaching beliefs, instructional practices, and experiences in the classroom. The analysis of data revealed that the preservice training of a science teacher influenced the type of support the teacher derived from the science-focused induction program. Teachers from a preservice program with an extended student-teaching experience and two science methods courses held beliefs aligned with student-centered practices and implemented more reform-based lessons than did other teachers during the year. This study reinforces the importance of induction programs for teachers and suggests that there is a need for specialized support programs for beginning science teachers. The study also provides specific suggestions for improving the preparation of secondary science teachers.
Journal of Research in Science Teaching: Volume 43, Issue 9, Pages 963-985
Subjects ADS Supplements Resource Types
Education Practices
- Professional Development
- Teacher Preparation
- Community
- Instructional Material
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- Reference Material
= Research study
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© 2008 Wiley Periodicals
DOI:
10.1002/tea.20103
Keywords:
novice teachers, preservice training, specialized support programs, teacher induction
Record Creator:
Metadata instance created September 13, 2008 by Bernadette Stewart
Record Updated:
February 15, 2010 by Lyle Barbato
Last Update
when Cataloged:
November 1, 2006
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Record Link
AIP Format
G. Roehrig and J. Luft, J. Res. Sci. Teaching 43 (9), 963 (2008), WWW Document, (http://dx.doi.org/10.1002/tea.20103).
AJP/PRST-PER
G. Roehrig and J. Luft, Does one size fit all? The induction experience of beginning science teachers from different teacher-preparation programs J. Res. Sci. Teaching 43 (9), 963 (2008), <http://dx.doi.org/10.1002/tea.20103>.
APA Format
Roehrig, G., & Luft, J. (2006, November 1). Does one size fit all? The induction experience of beginning science teachers from different teacher-preparation programs. J. Res. Sci. Teaching, 43(9), 963-985. Retrieved April 25, 2014, from http://dx.doi.org/10.1002/tea.20103
Chicago Format
Roehrig, Gillian, and Julie Luft. "Does one size fit all? The induction experience of beginning science teachers from different teacher-preparation programs." J. Res. Sci. Teaching. 43, no. 9, (November 1, 2006): 963-985, http://dx.doi.org/10.1002/tea.20103 (accessed 25 April 2014).
MLA Format
Roehrig, Gillian, and Julie Luft. "Does one size fit all? The induction experience of beginning science teachers from different teacher-preparation programs." J. Res. Sci. Teaching 43.9 (2008): 963-985. 25 Apr. 2014 <http://dx.doi.org/10.1002/tea.20103>.
BibTeX Export Format
@article{ Author = "Gillian Roehrig and Julie Luft", Title = {Does one size fit all? The induction experience of beginning science teachers from different teacher-preparation programs}, Journal = {J. Res. Sci. Teaching}, Volume = {43}, Number = {9}, Pages = {963-985}, Month = {November}, Year = {2006} }
Refer Export Format

%A Gillian Roehrig
%A Julie Luft
%T Does one size fit all? The induction experience of beginning science teachers from different teacher-preparation programs
%J J. Res. Sci. Teaching
%V 43
%N 9
%D November 1, 2006
%P 963-985
%U http://dx.doi.org/10.1002/tea.20103
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Roehrig, Gillian
%A Luft, Julie
%D November 1, 2006
%T Does one size fit all? The induction experience of beginning science teachers from different teacher-preparation programs
%J J. Res. Sci. Teaching
%V 43
%N 9
%P 963-985
%8 November 1, 2006
%U http://dx.doi.org/10.1002/tea.20103


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