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• W305175090 abstract "While a national concern exists about the attrition of beginning science teachers, there is clearly no simple solution. However, experienced science teachers can provide indispensable support to new science teachers. Just as experienced teachers guide students in constructing scientific knowledge, they also need to help new colleagues construct meaning about science teaching. This involves providing assistance such as a response to an expressed idea, not just providing materials and resources for use in the classroom. Simply discussing events and ideas--such as the use of a conceptual laboratory or the impact of a novel technology--can help a beginning science teacher contemplate the impact of a lesson or strategy and foster professional growth. [ILLUSTRATION OMITTED] An immediate solution Many initiatives are being or already have been pursued nationally to support beginning science teachers. Some efforts are more effective than others. For example, recruiting more teachers into the profession is a quick fix that does not really solve the problem, especially if many of those teachers leave the field after only a few years. A better option would be to strategically recruit potential teachers who have qualities that would ensure their persistence as teachers. Universities and colleges that prepare teachers are pursuing this, but it will be a few years before these teachers are in the schools. Another solution is the development of effective induction programs. However, these programs vary from school to school, district to district, and state to state and rarely focus on developing science teacher expertise. Recent attempts to reconceptualize induction programs, such as NSTA's eMSS (http://emss.nsta.org) and the New Teacher Center in California (www.newteachercenter.org), show promise in helping beginning science teachers and may soon become standard practice. Fortifying this direction is NSTA's new position statement on the development of induction programs for science teachers (www.nsta.org/about/positions/induction.aspx). The focus of this article is the more immediate way to help new science teachers, which comes from the experienced and professionally active teacher (you!). If you are located in the room near a new teacher, you probably interact on a daily basis. As science teacher educators who work with and study the development of beginning teachers, we found the support offered knowingly and unknowingly by the teacher next door was a critical factor in assisting the new teacher (Luft and Roehrig 2006). Other research has expanded on this and found that support creates a positive learning and teaching environment and contributes to the development of the new teacher (Dangel 2006). A framework for helping During the last 30 years, there have been numerous studies and descriptions about the development of teachers, particularly those in preservice and inservice stages. A quick look through back issues of the Journal of Research in Science Teaching or the Journal of Science Teacher Education demonstrates this point. More recently, beginning teachers are recognized as being distinct from their preservice and inservice counterparts. This expanded view of teacher development acknowledges that there are different phases in a teacher's career and that each phase should be developed in its own way. Our research concerning beginning teachers found that a new science teacher needs five types of support (Brockmeyer 1998; Luft 2004). Logistical support includes helping beginning teachers find supplies, use resources, and understand school procedures. Instructional support for beginning teachers is related to the pedagogy and enactment of lessons, and can include lesson organization, student discipline, and classroom routines. Conceptual support relates to the content needed or associated with the lesson. Psychological support for beginning teachers is best described by Gold (1996) as emotional support, positive regard, accurate empathy, and empathetic listening. …" @default.
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• W305175090 date "2007-07-01" @default.
• W305175090 modified "2023-09-26" @default.
• W305175090 title "Supporting Beginning Science Teachers: Strategies Experienced Science Teachers Can Use to Assist Beginning Science Teachers" @default.
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