Influence of mentoring and professional communities on the professional development of a cohort of early career secondary mathematics and science teachers

2020 ◽  
Vol 120 (3) ◽  
pp. 175-188
Author(s):  
Timothy N. Surrette
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Secondary Mathematics ◽  
Early Career ◽  
Professional Communities ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

scholarly journals Common features of professional development activities for mathematics and science teachers

2011 ◽  
Vol 37 (4) ◽  
pp. 571-589 ◽  
Author(s):  
Patricia S. Moyer‐Packenham ◽  
Johnna J. Bolyard ◽  
Hana Oh ◽  
Nancy Irby Cerar
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Common Features ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

scholarly journals A Case Study of Relationships, Resilience, and Retention in Secondary Mathematics and Science Teachers

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Angela W Webb
Keyword(s):  
Science Teachers ◽  
Cultural Theory ◽  
Qualitative Case Study ◽  
Secondary Mathematics ◽  
Critical Examination ◽  
Relational Cultural Theory ◽  
Career Trajectory ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

Reasons why mathematics and science teachers leave the profession have been well documented and discussed. However, a critical examination of the nuances contributing to their retention warrants our attention. In this qualitative case study, I applied relational–cultural theory (Miller, 1986) to the experiences of three female mathematics and science teachers. I sought to unpack teachers’ decisions to remain in the classroom year after year and make meaning of their experiences as related to resilience in and through relationships. Based on findings from participants' experiences, recommendations for improving teacher retention along the career trajectory are offered.

Developing Teacher Credibility in Urban Environments: A B.E.A.R. Necessity

2020 ◽  
pp. 002205742096943
Author(s):  
Madalina F. Tanase
Keyword(s):  
Content Knowledge ◽  
Science Teachers ◽  
Effective Instruction ◽  
Secondary Mathematics ◽  
First Year ◽  
Urban Teachers ◽  
Pedagogical Content ◽  
Teacher Credibility ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

Teacher credibility is a prerequisite of effective instruction. A credible teacher is honest, knowledgeable, and caring. Credible teachers do the right thing when no one is watching; they are in control of the learning environment, but they do this in an enthusiastic and engaging way. Credibility takes time to develop. This study investigated ways in which urban teachers develop and maintain credibility in their classrooms. Participants were 22 secondary mathematics and science teachers in their first year of teaching. The researcher used the B.E.A.R. framework developed by Riner in 2008 to interpret the results. In this framework, B stands for believability; E stands for expertise; A stands for attractive power, and R stands for relationships. Results show that the participants developed credibility by being believable, by possessing content and pedagogical content knowledge, by being in charge of the classroom in a positive way, and by developing relationships with their students. Credibility is a prerequisite of effective instruction, and, in some cases, it takes time to develop. A credible teacher is honest, knowledgeable, and caring. This study investigated ways in which urban teachers develop and maintain credibility in their classrooms. Participants were 22 secondary mathematics and science teachers in their first year of teaching. Results show that the participants developed credibility by being believable, by possessing content and pedagogical content knowledge, by being in charge of the classroom in a positive way, and by developing relationships with their students.

scholarly journals Working with Mathematics and Science Teachers on IBL Approaches: Teacher Concerns [VISIONS 2011: Teacher Education]

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Svein Arne Sikko ◽  
Ragnhild Lyngved ◽  
Birgit Pepin
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Beliefs ◽  
Science Teachers ◽  
Natural Sciences ◽  
Instructional Leaders ◽  
Teacher Concerns ◽  
Teachers Beliefs ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

This paper reports on mathematics and science teachers’ beliefs concerning the use of inquiry-based teaching strategies. Two different surveys were conducted: one with 24 teachers who were to become future instructional leaders; and one with 75 teachers as part of an international baseline study. We found that teachers in Norway would like to use more IBL strategies in their day-to-day teaching. They were also asking for more, and more relevant, continuous professional development courses. Textbooks were not seen as a main hindrance to the use of IBL, but these would need to include more IBL approaches. Even if the curriculum, particularly in the natural sciences, did not represent an important hindrance, in their view, it would need to advocate IBL more explicitly. The results provide deeper insights into teacher beliefs related to IBL, in particular the constraints that prevent them from working in such a manner, and into potential ‘openings’ for using IBL to enhance pupil engagement and deeper learning. Methodologically, the study uses a quantitative approach to investigate teacher beliefs related to IBL that adds to the literature in the field.

scholarly journals Designing PISA Like Problems for West Sumatra Mathematics and Science Junior High School Teachers

2020 ◽  
Vol 3 (1) ◽  
pp. 75
Author(s):  
Ahmad Fauzan ◽  
Fridgo Tasman
Keyword(s):  
High School ◽  
Science Teachers ◽  
Junior High School ◽  
Junior High ◽  
High School Mathematics ◽  
Junior High School Teachers ◽  
West Sumatra ◽  
Mathematics And Science Teachers ◽  
Test Result ◽  
Mathematics And Science

PISA (Program for International Students Assessment) test result on 2018 put Indonesia in the 72th position of 78 countries. The report showed the importance to improve the level of students thinking ability. There are many possible ways to develop students’ thinking. One way to do that is by giving the students drill to solve PISA problems. However, this solution is difficult to implement because designing PISA problems is difficult for the teachers. Therefore, 24 junior high school mathematics and science teachers ware selected in order to give them training and workshop to improve their ability to design PISA like problems using action research methods. Three stages ware implemented in the training and workshop. First, introduction to PISA, Second, designing PISA Problems, and third, trying out and evaluating the test result. Product of the workshop are 48 PISA like problems of mathematics and 42 PISA like problems of science.

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