Minding the gap: Needed research on beginning/newly qualified science teachers

Abstract

Journal of Research in Science TeachingVolume 44, Issue 4 p. 532-537 Guest EditorialFree Access Minding the gap: Needed research on beginning/newly qualified science teachers Julie Luft, Corresponding Author Julie Luft [email protected] Department of Curriculum and Instruction, Arizona State University, P.O. Box 870911, Mary Lou Fulton College of Education, Tempe, AZ 85287-0911, USADepartment of Curriculum and Instruction, Arizona State University, P.O. Box 870911, Mary Lou Fulton College of Education, Tempe, AZ 85287-0911, USA.Search for more papers by this author Julie Luft, Corresponding Author Julie Luft [email protected] Department of Curriculum and Instruction, Arizona State University, P.O. Box 870911, Mary Lou Fulton College of Education, Tempe, AZ 85287-0911, USADepartment of Curriculum and Instruction, Arizona State University, P.O. Box 870911, Mary Lou Fulton College of Education, Tempe, AZ 85287-0911, USA.Search for more papers by this author First published: 16 February 2007 https://doi.org/10.1002/tea.20190Citations: 45AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL References Appleton, K., & Kindt, I. (1999). Why teach primary science? Influences on beginning teachers' practices. International Journal of Science Education, 21, 155– 168. Bigelow, B. (2004). How I survived my first year. In The new teacher book (pp. 34– 41). Milwaukee, WI: Rethinking School, Ltd. Bianchini, J.A., Johnston, C., Oram, S., & Cavazos, L. (2003). Learning to teach science in contemporary and equitable ways: The successes and struggles of first-year science teachers. Science Education, 87, 419– 443. Dollase, R.H. (1992). Voices of beginning teachers. New York: Teachers College Press. Howe, E. (2005). Japan's teach acculturation: Critical analysis through comparative ethnographic narrative. Journal of Education for Teaching: International Research and Pedagogy, 31, 121– 131. Jones, C., Bubb, S., Totterdell, M., & Heilbronn, R. (2002). Reassessing variability of induction for newly qualified teachers: Statutory policy and schools' provision. Journal of In-Service Education, 28, 495– 508. Luft, J.A., Roehrig, G.H., & Patterson, N.C. (2003). Contrasting landscapes: A comparison of the impact of different induction programs on beginning secondary science teachers' practices, beliefs, and experiences. Journal of Research in Science Teaching, 40, 77– 97. McCormack, A., & Thomas, K. (2003). Is survival enough? Induction experiences of beginning teachers within a New South Wales context. Asia-Pacific Journal of Teacher Education, 31, 125– 138. McGinnis, J.R., Parker, C., & Graeber, A.O. (2004). A cultural perspective of the induction of five reform-minded beginning mathematics and science teachers. Journal of Research in Science Teaching, 41, 720– 747. Mulholland, J., & Wallace, J. (2001). Teacher induction and elementary science teaching: Enhancing self-efficacy. Teaching and Teacher Education, 17, 243– 261. Roehrig, G.H., & Luft, J.A. (2006). Does one size fit all? The induction experiences of teachers from different preparation programs. Journal of Research in Science Teaching, 43, 963– 985. Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54, 145– 178. Citing Literature Volume44, Issue4April 2007Pages 532-537 ReferencesRelatedInformation