Developing a Theory of Ambitious Early-Career Teacher Practice

Autor/inn/en	Thompson, Jessica; Windschitl, Mark; Braaten, Melissa
Titel	Developing a Theory of Ambitious Early-Career Teacher Practice
Quelle	In: American Educational Research Journal, 50 (2013) 3, S.574-615 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831213476334
Schlagwörter	Science Teachers; Beginning Teachers; Secondary School Teachers; Beginning Teacher Induction; Context Effect; School Community Relationship; Professional Identity; Teaching Methods; Critical Theory; Science Instruction; Academic Discourse; Longitudinal Studies + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Kritische Theorie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Discourse; Diskurs; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Current theories of novice teacher learning have not accounted for the varied influences of pedagogical training, subject matter knowledge, tools, identity, and institutional context(s) on the development of classroom practice. We examined how 26 beginning secondary science teachers developed instructional repertoires as they participated in two types of communities, one infused with discourses and tools supportive of ambitious teaching and another that reinforced traditional practices. We found three trajectories of practice--each with distinctive signatures for how novices engaged students intellectually. Differences were explained by: the communities with which teachers most closely identified, the degree to which teachers' discourses about student thinking were developed within these communities, and how teachers used tools from the communities to shape their practice. (Contains 1 table, 2 figures, and 1 note.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10