Exploring the Development of Beginning Secondary Science Teachers in Various Induction Programs

这项为期五年的研究性研究将侧重于不同的教师准备和入职模式的影响，以及对中学理科教师的素质和坚持不懈的影响。结合案例研究和准实验设计的优点，本研究将从四个不同且有特色的职前诱导计划中，对120名中学理科教师进行为期三年的跟踪调查。许多新入职的教师将被分配到多元文化、多样化或城市环境中，更广泛的影响不仅包括研究中的教师，还包括对其学生的潜在影响。这个项目的理论基础是从STEM教师队伍的文献以及国家教学和美国未来委员会的报告中很好地发展出来的。入职课程方法的理论基础也在文献中得到了很好的支持，并通过关于早期STEM教师发展的文献得到了扩展。

This five-year research study will focus on the impact of different teacher preparation and induction models, as well as on the quality and persistence of secondary science teachers. Combining the strengths of case-based research with a quasi-experimental design this study will follow 120 secondary science teachers for three years from four different and well characterized preservice - induction programs. Many of the "newly" inducted teachers will be assigned in multicultural, diverse or urban settings and the broader impact will include not only the teachers in the study but the potential impact on their students. The rationale for this project is well developed from the literature on the STEM teaching workforce as well as reports from the National Commission on Teaching and America's Future. The rationale for the induction program approaches are also well supported in the literature and is extended through the literature on early STEM teacher development.