The DOI matches its Crossref record; 139 of the 139 references it cites were found in a registry or an index.
Challenges New Science Teachers Face
Abstract
Providing support focused on real challenges is critical in retaining highly qualified new science teachers, but the field lacks a systematic description of these teachers’ needs. The authors of this article examine the areas that science teachers are expected to understand: (1) the content and disciplines of science, (2) learners, (3) instruction, (4) learning environments, and (5) professionalism. They review the literature on challenges facing preservice and early-career science teachers, identify issues on which conventional wisdom is supported or called into question, and highlight the areas where the existing research is inadequate as a basis for generalization. For example, the authors found few studies on how new science teachers use curriculum materials or how they understand scientific inquiry. Their overview of challenges is followed by a discussion of how these teachers can be supported.
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Citations
Cites
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“Almost 20% of teachers under the age of 30 leave the profession (Bobbitt, Leich, Whitener, & Lynch, 1994); the odds of these young teachers departing their teaching jobs are 171% higher than are the odds for middle-aged teachers (Ingersoll, 2001).”
BackgroundFrom preparation to practice: Designing a continuum to strengthen and sustain teaching
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Cited by
Proposing a core set of instructional practices and tools for teachers of science
Windschitl, M., Thompson, J., Braaten, M., & Stroupe, D. (2012) · Science Education · doi:10.1002/sce.21027 · Cited by 593
Fauth, B., Decristan, J., Decker, A.-T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.102882 · Cited by 484
“Teaching science is a challenging task for many elementary school teachers (Davis et al., 2006).”
BackgroundTeachers’ roles and identities in student-centered classrooms
Keiler, L. S. (2018) · International Journal of STEM Education · doi:10.1186/s40594-018-0131-6 · Cited by 441
Studying science teacher identity: current insights and future research directions
Avraamidou, L. (2014) · Studies in Science Education · doi:10.1080/03057267.2014.937171 · Cited by 243
Learning to teach elementary school science as argument
Zembal‐Saul, C. (2009) · Science Education · doi:10.1002/sce.20325 · Cited by 215
Metadata
- Authors
- Davis, E. A., Petish, D., & Smithey, J.
- Venue
- Review of Educational Research
- Published
- 2006-12
- Volume
- 76
- Issue
- 4
- Pages
- 607-651
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W2133935235
- Cited by
- 554
- References
- 139
- FWCI
- 69.86
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
