A Study on Promoting Reflective and Equitable Practice Through Science Teacher Induction

  • NSF Noyce Award # 1540789
  • First Name Gillian
  • Last Name Roehrig
  • Email roehr013@umn.edu
  • Discipline N/A
  • Co-PI(s)

    Julie Brown, University of Minnesota, jcbrown@umn.edu Joshua Ellis, Michigan Tech, ellisj@mtu.edu

  • Presenters

    Gillian Roehrig, University of Minnesota, roehr013@umn.edu ellisj@mtu.edu

Need

Research into the design of induction programs to support the development of reflective practice and equitable science teaching for beginning secondary science teachers

Goals

Study 1 aims to answer the following research questions: How do teachers’ reflective practices, beliefs about reformed science teaching, and reform-based practices change throughout the induction period? How do TIN program elements support teachers’ reflective practice and reform-based practices? Study 1 aims to answer the following research questions: How do teachers’ reflective practices, beliefs about reformed science teaching, and reform-based practices change throughout the induction period? How do TIN program elements support teachers’ reflective practice and reform-based practices?

Approach

Cases of beginning teachers are developed over two years including interviews related to beliefs, observations of practice, and artifacts from participation in all three facets of the two-year induction program.

Outcomes

Through carefully structured induction support that focuses on reflective practice teachers are able to develop as equitable science teachers during their first two years in the classroom. The poster will provide details of how programmatic elements support this development.

Posted on July 6, 2017