To What Extent Do Reform-prepared Upper Elementary and Middle School Science Teachers Maintain Their Beliefs and Intended Instructional Actions as they are Inducted into Schools? |
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| Authors: | Gili Marbach-Ad and J Randy McGinnis |
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| Institution: | (1) College of Chemical and Life Sciences, University of Maryland, College Park, MD 20742, USA;(2) Department of Curriculum & Instruction, Science Teaching Center, University of Maryland, Room 2226, Benjamin Building, College Park, MD 20742, USA |
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| Abstract: | We report the results of survey research that collected responses of an identical sample (31 beginning mathematics and science
teachers, elementary and middle school level) that graduated from a reform-based mathematics and science teacher preparation
program, the Maryland Collaborative for Teacher Preparation (MCTP). We compared responses of the same beginning teachers over
the two administrations of the survey. The 1st administration was conducted soon after the beginning teachers graduated from
the MCTP program, but had not started full teaching. The 2nd administration was conducted after the new teachers had taught
full time for a minimum of a full year, with the majority having taught for 2 years. Results indicated that in all areas the
MCTP teachers maintained their reform-based beliefs. |
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| Keywords: | Beginning science teachers Teachers’ beliefs Teacher preparation program Reform in teacher education |
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