Evolution of new teachers' beliefs about teaching STSE: Report to school boards
| dc.contributor.author | Barrett, Sarah Elizabeth | |
| dc.date.accessioned | 2022-01-14T16:35:20Z | |
| dc.date.available | 2022-01-14T16:35:20Z | |
| dc.date.issued | 2013-08 | |
| dc.description | case studies, classroom observations, interviews | en_US |
| dc.description.abstract | This longitudinal multi‐case study followed four new science teachers over the course of five years. Its purpose was to examine the ways in which new science teachers integrate science‐technology‐society-environment (STSE) and inquiry‐based work into their teaching. I am particularly interested in new science teachers not only because of my work with prospective science teachers at York University’s Faculty of Education but also because this is a group that is simultaneously expected to usher in new and innovative approaches to teaching while receiving very little subject‐specific professional development to support their efforts (Luft, 2007). | en_US |
| dc.description.sponsorship | York University, Faculty of Education Social Sciences and Humanities Research Council (internal grant - York University) | en_US |
| dc.identifier.uri | http://hdl.handle.net/10315/38915 | |
| dc.language.iso | en | en_US |
| dc.subject | physics | en_US |
| dc.subject | secondary school | en_US |
| dc.subject | elementary school | en_US |
| dc.subject | teachers | en_US |
| dc.subject | professional development | en_US |
| dc.subject | new teachers | en_US |
| dc.title | Evolution of new teachers' beliefs about teaching STSE: Report to school boards | en_US |
| dc.type | Other | en_US |
Files
Original bundle
1 - 1 of 1
Loading...
- Name:
- Evolution of New Teachers final report.pdf
- Size:
- 256.88 KB
- Format:
- Adobe Portable Document Format
- Description:
License bundle
1 - 1 of 1
No Thumbnail Available
- Name:
- license.txt
- Size:
- 1.83 KB
- Format:
- Item-specific license agreed upon to submission
- Description: