- Year 2018
- NSF Noyce Award # 1540789
- First Name Gillian
- Last Name Roehrig
- Discipline Other: Track 4
- Co-PI(s)
Joshua Ellis, Michigan Technological University, ellisj@mtu.edu
Julie Brown, University of Minnesota, jcbrown@umn.edu
- Presenters
Gillian Roehrig, University of Minnesota, roehr013@umn.edu
Joshua Ellis, Michigan Technological University, ellisj@mtu.edu
Need
Developing quality induction programs is critical not only to improving retention of beginning science teachers but also helping them to develop as equitable, reform-based teachers.
Goals
To improve beginning science teachers instructional practices through the provision of quality induction support
Approach
The online induction program is designed using communities of practice and framed within the reflective practice literature. In our work we explore how induction supports reform-based beliefs, reflective practice, and reform-based instructional practices.
Outcomes
Induction programs support the maintenance of reform-based beliefs developed in teacher preparation and can also support improvements in reform-based practices. Our work specifically explores how different components within an induction program support these desirable outcomes.
Broader Impacts
We are currently developing a paper for Innovations in Science Teaching to share our findings about how to structure online induction and online communities within the program to support beginning science teachers.
