Supporting newly hired science teachers has taken on an increased importance in our schools. This book shares the most current information about the status of newly hired science teachers, different ways in which to support newly hired science teachers, and different research approaches that can provide new information about this group of teachers. Chapters in the book are written by those who study the status of beginning science teachers, mentor new teachers, develop induction programs, and research the development of new science teachers. Newly Hired Teachers of Science is for administrators who have new science teachers in their schools and districts, professionals who create science teacher induction programs, mentors who work closely with new science teachers, educational researchers interested in studying new science teachers, and even new science teachers. This is a comprehensive discussion about new science teachers that will be a guiding document for years to come.
Table of Content
A Better Beginning: Supporting Our Newly Hired Science Teachers.- Looking at Newly Hired Science Teachers.- The First Five Years: What the 2012 National Survey of Science and Mathematics Education Reveals about Novice Science Teachers and Their Teaching.- Perceived Support and Retention of First Year Secondary Science Teachers.- Building Strong Foundations: Suggestions for Newly Hired Science Teachers and Coaches.- Newly Hired Science Teacher Development.- Exploring Beginning Teachers Content Knowledge.- Teaching Chemistry with a Biology Degree: Crosscutting Concepts as Boundary Objects.- Plugging the Leaky Bucket of Early Career Science Teacher Attrition through the Development of Professional Vision.- Creating Awareness of Science Teacher Identity: The Importance of Who Newly Hired Teachers of Science Are Expected to Be and Who They Become during Induction.- Supporting Newly Hired Science Teachers.- Teach to Learn: An Example of an Early Career Teacher Development Program.- Moving towards Comprehensive Induction Systems for New Teachers of Science through the Use of Technology Enhanced Communities of Practice.- Professional Learning Community-Based Induction: Creating Support for New Teachers of Science.- Establishing Professional Practice through a New Teacher Support Group.- Creating Supports for the Development of High-Leverage Teaching Practices in Secondary Science Classrooms: From Preparation through Induction.- Supporting Ambitious Instruction by Beginning Teachers with Specialized Tools and Practices.- Connecting Research to Practice for Better Beginnings: Drawing upon What We Know to Enhance the Teaching and Learning of Newly Hired Science Teachers.- Contributors.- Index.
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