Search results for: Luft Julie
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Exploring the Written Dialogues of Two First-Year Secondary Science Teachers in an Online Mentoring Program
The purpose of this study was to investigate the changes and learning processes beginning science teachers made in their online mentoring experiences, specifically when written dialogues were used as the primary modes of communication between mentors and mentees. The results reveal that the two pairs of mentee–mentors showed different participation patterns that affected the intensity of the creation of new realities, and affected whether the mentees tried/vetted new teaching practices suggested by their mentors. However, the two beginning science teachers shared teaching practices they had learned during their teacher education programs, and discussed how these practices were different from those currently in use by more experienced teachers at their schools.
Updated: Dec. 15, 2015
The shortage of science teachers has spurred a discussion about their retention and recruitment. While discussion about retaining science teachers has increased dramatically in just the last few years, science teacher educators have not attended to the recruitment of science teachers with the same tenacity. In this article, the authors initiate this discussion and to focus on secondary science teachers.
Updated: Oct. 28, 2012
The case report describes an online course in biology, designed to help teachers prepare for science certification exams. The study implemented concept maps and pre and post-course examinations. Findings indicate students gained declarative knowledge, but that the course did little to improve complex levels of understanding. Participants' attitudes towards the course also influenced their engagement, and students reported lack of motivation to engage in the course due to busy schedules, and lack of personal accountability.
Updated: Mar. 23, 2008