building the continuum: beginning teacher research julie luft arizona state university
TRANSCRIPT
Building the Continuum:Building the Continuum:Beginning Teacher Beginning Teacher
ResearchResearch
Julie LuftJulie Luft
Arizona State UniversityArizona State University
Secondary Science TeachersSecondary Science Teachers
Pre-service Teachers In-service TeachersInduction Teachers
Continuum of Teacher LearningContinuum of Teacher Learning
PreservicePreservice InductionInduction CPDCPD
1. Examine beliefs 1. Examine beliefs critically in relation to critically in relation to vision of good teachingvision of good teaching
2. Develop subject matter 2. Develop subject matter knowledgeknowledge
3. Develop an 3. Develop an understanding of understanding of learners, learning, and learners, learning, and issues of diversityissues of diversity
4. Develop a beginning 4. Develop a beginning repertoirerepertoire
5. Develop the tools and 5. Develop the tools and dispositions to study dispositions to study teachingteaching
1. Learn the context --1. Learn the context --students, students, curriculum, school curriculum, school communitycommunity
2. Design a responsive 2. Design a responsive instructional instructional programprogram
3. Create a classroom 3. Create a classroom learning communitylearning community
4. Enact a beginning 4. Enact a beginning repertoirerepertoire
5. Develop a 5. Develop a professional professional identityidentity
1. Extend and deepen 1. Extend and deepen subject matter knowledge subject matter knowledge for teachingfor teaching
2. Extend and refine 2. Extend and refine repertoire in curriculum, repertoire in curriculum, instruction, and instruction, and assessmentassessment
3. Strengthen skills and 3. Strengthen skills and dispositions to study and dispositions to study and improve teachingimprove teaching
4. Expand responsibilities 4. Expand responsibilities and develop leadership and develop leadership skillsskills
International ResearchInternational Research
Induction varies greatly Induction varies greatly Mentoring is well-researchedMentoring is well-researched Discussions about programsDiscussions about programs Discussions about changes in policy and Discussions about changes in policy and
the impact on beginning teachersthe impact on beginning teachers Induction for science teachers is becoming Induction for science teachers is becoming
importantimportant
Making a better wheelMaking a better wheel
Research that is WorthwhileResearch that is Worthwhile
Longitudinal studiesLongitudinal studies Studies from the perspective of those in Studies from the perspective of those in
staff developmentstaff development Studies on context and settingsStudies on context and settings Studies relative to the cognitive side of Studies relative to the cognitive side of
teachersteachers
Qualities of the researchQualities of the research
Phase 1 Research – Studies on programsPhase 1 Research – Studies on programs• program and participants/proof of conceptprogram and participants/proof of concept
Phase 2 Research – Studies on programs Phase 2 Research – Studies on programs in multiple sitesin multiple sites
• programs, participants, facilitators/well-described programs, participants, facilitators/well-described programprogram
Phase 3 Research – Studies on different Phase 3 Research – Studies on different programs at different programs at different
• comparative field sites/effects and resourcescomparative field sites/effects and resources
DistractionsDistractions
Research DistractionsResearch Distractions
Reactionary ResearchReactionary Research ““we need to keep our teachers, what can we do?”we need to keep our teachers, what can we do?”
Personalization of DataPersonalization of Data Findings are based on what we think should Findings are based on what we think should
happenhappen Opportunistic ResearchOpportunistic Research
Studies that are not in a line of researchStudies that are not in a line of research Research that doesn’t attend to science Research that doesn’t attend to science
teachersteachers
Example - Longitudinal StudiesExample - Longitudinal Studies
QuestionsQuestions How do different induction programs impact How do different induction programs impact
the beliefs, practices, and knowledge (NOS, the beliefs, practices, and knowledge (NOS, PCK, content knowledge) of beginning PCK, content knowledge) of beginning secondary science teachers?secondary science teachers?
Data Collection & AnalysisData Collection & Analysis
Pre- Pre- InterviewsInterviews
School YearSchool Year
ObservationObservationss
School YearSchool Year
Records of Records of PracticePractice
School YearSchool Year
Open-ended Open-ended InterviewsInterviews
Post-Post-InterviewInterview
ss
Beliefs, Beliefs, Content, Content, PK, PCK, PK, PCK,
NOSNOS
6 random 6 random visitsvisits
8 random 8 random weeksweeks
8 random 8 random weeksweeks
Through-Through-out out
- Descriptive, ANOVA, thematic
Findings - Induction ProgramsFindings - Induction Programs
Impact of different induction programs on Impact of different induction programs on beliefs, PK, PCK, NOS, and practices beliefs, PK, PCK, NOS, and practices negligible negligible (not significant at the p<0.05 level)(not significant at the p<0.05 level)
Classroom instructional practices remain Classroom instructional practices remain teacher-centered teacher-centered • Most common: Lecture, seatwork, bellwork, test reviewMost common: Lecture, seatwork, bellwork, test review
• Most uncommon: Student-centered laboratoriesMost uncommon: Student-centered laboratories
Findings: Induction ProgramsFindings: Induction Programs
Mentoring Mentoring relationships importantrelationships important 60% met with mentors 60% met with mentors
weekly or monthlyweekly or monthly Informal mentoring Informal mentoring
crucialcrucial 77% met with informal 77% met with informal
mentor daily, weekly, or mentor daily, weekly, or monthlymonthly
Proximity was key- Proximity was key- “Teacher next door” was “Teacher next door” was important contactimportant contact
Impressions of Impressions of mentor helpfulness by mentor helpfulness by beginning teachersbeginning teachers
45%35%
20%
DiscussionDiscussion
Unexpected outcomesUnexpected outcomes Lack of difference based on program typeLack of difference based on program type ““Teacher next door” supportTeacher next door” support Traditional practices still prevailTraditional practices still prevail
Expected outcomesExpected outcomes Location, low SES & ELL populations and Location, low SES & ELL populations and
instructional strategyinstructional strategy Testing climate existsTesting climate exists
Building the ContinuumBuilding the Continuum
Difficult to studyDifficult to study Essential research in building the Essential research in building the
continuumcontinuum
Contextual StudiesContextual Studies
How do beginning science teachers How do beginning science teachers implement lessons on the nature of implement lessons on the nature of science and address equity in their science and address equity in their classrooms?classrooms?
Three teachers- Marie, Leslie and JoshThree teachers- Marie, Leslie and Josh
FindingsFindings
Their coursework prepared them to teach Their coursework prepared them to teach the nature of sciencethe nature of science
State standards impacted their use of State standards impacted their use of nature of science lessonsnature of science lessons
Colleagues were important in influencing Colleagues were important in influencing how they taughthow they taught
FindingsFindings
M.Ed. Students were more likely to enact M.Ed. Students were more likely to enact inquiry instruction (perhaps the second inquiry instruction (perhaps the second methods course, student teaching or methods course, student teaching or HPS?)HPS?)
K-8 teachers did not really understand K-8 teachers did not really understand science and tended to directly utilize the science and tended to directly utilize the lessons from the induction programlessons from the induction program
Teachers benefited differently from the Teachers benefited differently from the different induction programsdifferent induction programs