Moving from surviving to thriving: a taxonomy of beginning science teacher challenges
Tóm tắt
Induction programs have been promoted as a potential solution for alleviating aspects of job dissatisfaction that lead to attrition of beginning science teachers. We can meet the immediate concerns of beginning teachers that impact job satisfaction while simultaneously helping them improve their practices by better understanding the particular challenges they face. This qualitative study examines challenges as expressed within an online induction program for non-tenured Science educators with data from synchronous chat room sessions between mentors and beginning teachers. The results indicate that there is a more diverse and nuanced set of challenges that beginning in-service science teachers face than previously indicated by literature. The content-specific nature of these challenges supports the call for content-specific induction.
• There is a much larger range of challenges that beginning science teachers face than previously identified in the literature.
• The challenges beginning science teachers face are both general challenges that many new teachers face and also specific to the teaching of science and specific science content.
• This study provides additional evidence to support the challenges in prior literature.
Từ khóa
Tài liệu tham khảo
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