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http://dx.doi.org/10.5467/JKESS.2009.30.3.354

Analysis of Professional Development in Teaching Practices of Beginning Secondary Science Teachers  

Kwak, Young-Sun (Korea Instilute of Curriculum and Evaluation)
Publication Information
Journal of the Korean earth science society / v.30, no.3, 2009 , pp. 354-365 More about this Journal
Abstract
In this research, we investigated the support system and professional development in teaching practices of beginning science teachers through instructional consulting. Using open-ended interviews with the participating teachers and group discussions taking place on a regular basis to analyze and compare classes of six beginning teachers, we analyzed beginning teachers' professional development efforts centering around their teaching practices. The group discussion consisted of 6 beginning teachers and another 6 experienced teachers, they discussed and cross-analyzed beginning teachers' 9th lessons on middle school science unit, 'Work and Energy.' The characteristics of beginning science teachers' professional development drawn from this research are: (1) beginning teachers' teaching practices they were taught, (2) lack of reflection on their teaching practices, (3) no guidance for beginning teachers regarding ways to teach, (4) lack of communication between teachers about teaching science, and (5) lack of time for instructional preparation due to other heavy workload. Suggestions for ways to improve and support beginning teachers' professional development are discussed with experienced teachers. Required conditions for an effective induction program are also discussed.
Keywords
beginning teachers; induction program; instructional consulting; professional development;
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Times Cited By KSCI : 1  (Citation Analysis)
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