Understanding the Induction of a Science Teacher: The Interaction of Identity and Context
Understanding the Induction of a Science Teacher: The Interaction of Identity and Context
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理解科学教师的入门：身份与背景的相互作用
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Todd L. Hutner
中科院分区：
文献类型：
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作者：
Yavuz Saka;S. Southerland;Julie M. Kittleson;Todd L. Hutner
教学的头几年是许多教师离开教师职业或放弃教师培养中强调的改革思想实践的时期。如果我们要减少教师的流失，并在教师的发展过程中更有效地支持他们，就需要更好地了解他们进入教师行业的过程中发生了什么。推动这项研究的问题是，是什么因素影响了初任科学教师如何协商进入教学岗位？具体而言，我们试图了解初任科学教师的身份如何与教学环境相互作用；这种互动如何影响他对改革思想教学实践的使用；以及身份、情境和实践的协商如何影响新教师的就业决策。这项研究收集了2年的数据；数据包括课堂和学校观察、问卷调查、访谈和教学工件（如课程计划和评估）。研究结果表明，这名新手在身份、制度期望和个人性格方面的冲突如何影响了他成为学校社区成员的转变。提供了这些互动对教师准备和支持的影响。
The demanding first years of teaching are a time when many teachers leave the teaching profession or discard the reform-minded practice emphasized in teacher preparation. If we are to lessen teacher attrition and more effectively support teachers during their development, a better understanding of what occurs during their induction into the profession is needed. The question that drove this research was what factors influence how a beginning science teacher negotiates entry into teaching? Specifically, we sought to understand how a beginning science teacher’s identities interact with the teaching context; how this interaction shapes his use of reform-minded teaching practice; and how the negotiation of identity, context, and practice influence a novice teacher’s employment decisions. The study involved 2 years of data collection; data included classroom and school observations, questionnaires, interviews, and teaching artifacts (such as lesson plans and assessments). The results demonstrate how conflicts in identities, institutional expectations, and personal dispositions of this novice influenced his transition in becoming a member of his school community. Implications of these interactions for teacher preparation and support are provided.