Influences on Beginning Teachers' Literacy-Related Instructional Beliefs [microform] : A Longitudinal Case-Study Comparison of Five Non-Traditional Math and Science Teachers / Elizabeth G. Sturtevant
- Bib ID:
- 5595576
- Format:
- Book and Microform
- Author:
- Sturtevant, Elizabeth G
- Online Version:
- https://eric.ed.gov/?id=ED397030
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- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1996
- 7 p.
- Summary:
-
This paper reports on a study to document influences on five beginning mathematics and science teachers' instructional beliefs after a preservice methods course in secondary literacy. The participants were former military officers who had selected teaching as a second career. The study looked at: the teachers' beliefs about uses of literacy in their content instruction from preservice through the second teaching year; influences the teachers perceived as affecting their beliefs; and how and why the teachers' beliefs about literacy in their content instruction changed or remained constant over the 3-year period. Results showed: all five teachers' beliefs had been influenced by the methods course; the teachers' instructional beliefs became more elaborate and specific during their student teaching and first year of teaching; as student teachers, they were influenced by cooperating teachers' beliefs about what "worked" and what "didn't work," beliefs they often adopted unaware of inconsistencies with what they had been taught; all five had concerns about students' behavioral problems; they had to adjust to quick and substantial changes in environment, expectations, and curriculum; and they were influenced by a wide variety of individuals and conditions within and outside of the school. Positive conditions included appropriate curriculum materials, cooperating teachers who favored the strategies, and favorable administrative policies. Negative conditions included lack of time, large numbers of students and/or preparations required, students with many academic or personal problems, and general instability of the beginning teacher's assignments. (Contains 13 references.) (ND)
- Notes:
-
- ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
-
- Beginning Teachers
- Career Change
- Case Studies
- Cooperating Teachers
- Higher Education
- Literacy
- Longitudinal Studies
- Mathematics Teachers
- Methods Courses
- Nontraditional Students
- Preservice Teacher Education
- Science Teachers
- Secondary Education
- Student Teachers
- Teacher Attitudes
- Teaching Methods
- Theory Practice Relationship
- Genre/Form:
- Available From:
- ERIC
- Copyright:
-
In Copyright
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Copyright status was determined using the following information:
- Material type:
- Literary, dramatic or musical work
- Published status:
- Published
- Publication date:
- 1996
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