Induction programs play a critical role in the development of professional educators. These programs support beginning teachers as their preservice ideology is challenged and as they experience constraints in working in a new school climate. While induction programs are a necessity for all beginning teachers, science teachers need carefully crafted programs that meet their unique needs. This chapter discusses the research regarding beginning science teachers and areas that are essential to consider when induction programs are developed for beginning secondary science teachers.
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Type Book ChapterPub Date 1/1/2003Stock # PB127X4_4