Evolution of new teachers' beliefs about teaching STSE: Report to school boards
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).
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).