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KriseDissertationFinal.pdf (1.11 MB)
ETD Abstract Container
Abstract Header
Exploring Learning Progressions of New Science Teachers
Author Info
Krise, Kelsy Marie
Permalink:
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438277705
Abstract Details
Year and Degree
2015, Doctor of Philosophy, University of Toledo, Curriculum and Instruction.
Abstract
First-, second- and third-year teachers can be considered novice teachers with a solid foundation. The beginning years of teaching are intense times for learning, in which teachers can build upon their foundational knowledge. However, traditional mentoring programs often focus on technical advice and emotional support to help teachers survive the first years. This study set out to understand new science teachers' pedagogical content knowledge (PCK) in order to identify how their learning progresses. Understanding teachers' ideas will allow one to think about the development of educative mentoring practices that promote the advancement of teachers' knowledge. To investigate teachers' learning progressions, the following research questions guided this study: What is the nature of pedagogical content knowledge of first-, second- and third-year science teachers at various points across the school year? To which aspects of pedagogical content knowledge do first-, second- and third-year teachers pay attention at various points across the school year? Which aspects of pedagogical content knowledge are challenging for first-, second- and third-year teachers at various points across the school year? First-, second- and third-year teachers were interviewed, observed, and their teaching artifacts were collected across the school year. Data were examined to uncover learning progressions, when ideas became more sophisticated across first-, second-, and third-year teachers. The findings of this study contribute to an understanding of how teachers' learning progresses and allows for a trajectory of learning to be described. The trajectory can be used to inform the design of university-based mentoring programs for new teachers. The descriptions of the nature of teachers' PCK and the aspects of PCK to which teachers pay attention and find challenging shed light on the support necessary to promote continued teacher learning.
Committee
Leigh Chiarelott (Committee Co-Chair)
Rebecca Schneider (Committee Co-Chair)
Dale Snauwaert (Committee Member)
Mark Templin (Committee Member)
Subject Headings
Teacher Education
Keywords
science teacher education
;
science pedagogical content knowledge
;
learning progressions
;
educative mentoring
;
science teacher induction
;
university-based mentoring program
;
teacher learning
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Citations
Krise, K. M. (2015).
Exploring Learning Progressions of New Science Teachers
[Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438277705
APA Style (7th edition)
Krise, Kelsy.
Exploring Learning Progressions of New Science Teachers.
2015. University of Toledo, Doctoral dissertation.
OhioLINK Electronic Theses and Dissertations Center
, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438277705.
MLA Style (8th edition)
Krise, Kelsy. "Exploring Learning Progressions of New Science Teachers." Doctoral dissertation, University of Toledo, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438277705
Chicago Manual of Style (17th edition)
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Document number:
toledo1438277705
Download Count:
1,562
Copyright Info
© , all rights reserved.
This open access ETD is published by University of Toledo and OhioLINK.