Emotional Transitions: Exploring Professional Transitions of Science Teachers

为改善教师教育和留住新科学教师的政策和实践提供信息，最需要的研究是掌握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时期。这个阶段是成为一个满意和有效的教师的基础。我们的研究通过对转型期科学教师在实践中的情感和身份提供新的见解，为国家对优质教师教育的关注做出了重大贡献。拟议的研究还模型的创新程序，可以丰富后续的教师转型和教师教育计划的影响纵向研究。

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.