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

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Date

2013-08

Authors

Barrett, Sarah Elizabeth

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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).

Description

case studies, classroom observations, interviews

Keywords

physics, secondary school, elementary school, teachers, professional development, new teachers

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