Emotional Transitions: Exploring Professional Transitions of Science Teachers

最需要为改善教师教育和留用新科学教师的政策和做法提供信息的研究，是了解新教师的经验和发展，特别是在从大学到学校全职工作的关键过渡期的研究。这段时间是成为一名满意而有效的教师的基础。我们的研究通过对实践中转型的理科教师的情感和身份提供了新的见解，为国家对优质教师教育的关注做出了重大贡献。这项拟议的研究还建立了创新的程序模型，可以丰富后续对教师过渡和教师教育计划影响的纵向研究。

Research most needed to inform policy and practice for improving teacher education and the retention of new-science teachers is that which captures the experiences and development of the new teacher, particularly in the critical transition period from university to full-time work in schools. This period is fundamental to becoming a satisfied and effective teacher. Our study contributes significantly to national concerns for quality-teacher education by providing new insights into the emotions and identities of transitioning-science teachers in practice. The proposed study also models innovative procedures that can enrich subsequent longitudinal studies of teacher transitions and impact of teacher-education programs.