Becoming an Activist Science Teacher: A Longitudinal Case Study of an Induction Intervention

Autor/in	Barrett, Sarah Elizabeth
Titel	Becoming an Activist Science Teacher: A Longitudinal Case Study of an Induction Intervention
Quelle	In: Electronic Journal of Science Education, 17 (2013) 4, (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-3430
Schlagwörter	Activism; Science Teachers; Longitudinal Studies; Teacher Orientation; Teaching Methods; Science Education; Faculty Development; Professional Identity; Intervention; Secondary School Teachers; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Aktivismus; Politischer Protest; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Orientation; Orientierung; Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung; Ausland; Kanada
Abstract	This longitudinal case study follows a new science teacher throughout his first 5 years of teaching in a publicly funded alternative high school. It explores the ways in which he reconciled learning to accommodate his professional and personal responsibilities with his ambition to be an activist science teacher. Framed as a form of professional development, the study examined his beliefs and the ways in which developing and discussing a professional belief web aided in his evaluation of the extent to which he realized his goals. The techniques used in this study have the potential to be used for new teachers' professional development and the case itself can aid in that endeavour. (As Provided).
Anmerkungen	Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ejse@southwestern.edu; Web site: http://ejse.southwestern.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01