Abstract/Details

Nature or Nurture? A Characterization of the Knowledge and Practices of In- and Out-of-field Beginning Secondary Physics Teachers


2010 2010

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Abstract (summary)

Previous studies have shown that adequate content knowledge is a necessary, but not sufficient, requirement for affective teaching. While legislation requests teachers to be "highly qualified" in a subject area, such as physics, many teachers are frequently asked to teach in an area when they are not certified through a teaching license to do so. This study uses mixed methods to examine the knowledge of beginning physics teachers. Through semi-structured interviews, classroom observations, and concept maps, the pedagogical content knowledge, subject matter knowledge, and practices of three groups of beginning secondary physics teachers were explored. Data were analyzed qualitatively using cases and quantitatively using descriptive statistics and t-tests, the results of which were combined during the interpretation phase of the research process. The study indicated that, over the first two years of teaching, the in-field group of teachers showed stronger physics content knowledge, a consideration for student difficulties with physics topics, and a positive shift in pedagogical content knowledge impacted by working with students, as compared to the rest of the teachers in the study. This research has implications in the development of secondary physics teachers and in the field of physics education research. Specifically, this research has implications in the physics content support for beginning secondary science teachers, the novice/expert research in physics education research, and the pedagogical preparation of undergraduate students, graduate students, and faculty in physics.

Indexing (details)


Subject
Teacher education;
Secondary education;
Science education;
Beginning teachers
Classification
0530: Teacher education
0533: Secondary education
0714: Science education
Identifier / keyword
Education; Highly qualified; Novice teacher; Physics teachers
Title
Nature or Nurture? A Characterization of the Knowledge and Practices of In- and Out-of-field Beginning Secondary Physics Teachers
Author
Neakrase, Jennifer Jean
Number of pages
244
Publication year
2010
Degree date
2010
School code
0010
Source
DAI-A 72/02, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781124378039
Advisor
Luft, Julie
Committee member
Clark, Douglas; Culbertson, Robert; Green, Samuel; Semken, Steven
University/institution
Arizona State University
Department
Curriculum and Instruction
University location
United States -- Arizona
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3432791
ProQuest document ID
822779267
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/822779267
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