Beginning science teachers enter the classroom with an early professional role identity formed from life experiences in science, education, and volunteer/work settings. These experiences, along with teachers' values and beliefs, can support new science teachers' developing pedagogical content knowledge and ability to manage students in inquiry learning. Science teacher preparation programs need to begin addressing supportive backgrounds for entering students. This chapter focuses on how science education programs that address students' personal histories are more effective in selecting and supporting beginning teachers who stay in the classroom and choose to make science teaching a lifetime career.
Details
Type Book ChapterPub Date 1/1/2003Stock # PB127X4_8