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Developing Online Learning Communities to Support Beginning Secondary Science Teachers

  • 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.

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This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE-2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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