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    Impacts of teacher induction: A longitudinal cross-case comparison of beginning teachers in a content-specific program

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    Author
    Patterson, Nancy
    Issue Date
    2002
    Keywords
    Education, Teacher Training.
    Education, Secondary.
    Education, Sciences.
    Advisor
    Luft, Julie A.
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    This paper explores the impacts of an induction program on three beginning secondary science teachers. These teachers participated in a beginning teacher support program, the goal of which was to help bridge the gap between preservice experiences and traditional in-service education opportunities. The goal of the support program was to provide needed support, encourage the implementation of inquiry-based methodologies, and dispose teachers to reflect upon their teaching experiences. The study describes these beginning teachers' beliefs about teaching and learning and explores how these conceptions, along with instructional practices, developed during the induction period. Descriptions of each teachers' development were enriched through attention to individual personal backgrounds and professional contexts. Descriptive case studies were based on a framework established by the data collection, which then guided comparison of individual experiences and contexts across cases. There were several conclusions. First, development of beliefs about teaching and learning varied across cases over the span of the induction period. Second, the differing degree of inquiry-based implementation can be attributed to the context in which each teacher worked. Finally, the differing degree of impact of the program from one individual to the next can be explained in part by the beliefs about teaching and learning that participants brought to the program, as well as the context in which each participant worked.
    Type
    text
    Dissertation-Reproduction (electronic)
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    Teaching and Teacher Education
    Degree Grantor
    University of Arizona
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