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Surviving and thriving as a new science teacher: Exploring the role of comprehensive online induction.

机译：作为新的科学老师生存和发展：探索综合在线归纳的作用。

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摘要

The retention of beginning STEM (Science, Technology, Engineering, and Mathematics) educators is a topic of concern for researchers, policy makers, and other stakeholders. Comprehensive induction systems, that include content-specific mentoring, peer-based support, and other professional development activities, have been promoted as a solution to the retention crisis and as a way to help with the continued professional development of beginning teachers. Yet these content-specific induction programs are difficult to enact without the use of online environments. This dissertation explores data from an online induction program for beginning STEM educators through three studies.;The first study examines the educational, social, and technical affordances of an online induction environment for beginning STEM educators. This study first explores the designed affordances of the environment. Second, the study describes beginning teachers' perceived affordances of the online induction system. The study suggests that interaction with peers and experienced mentors, mediated through educational activities and online technology may be valuable in helping to meet the multifaceted goals of induction.;The second study explores how theory and practice influenced the iterative design of the induction program. In particular it looks at external barriers (e.g., limited time and energy, varied levels of technology access, lack of extrinsic rewards for participation) and internal barriers (e.g., beliefs about the value of supports, purposes of participation, sense of online community) that interfered with beginning teachers' engagement within this online community of practice. This study also explores how the iterative design of this program was informed through this knowledge of barriers. Suggestions to help mitigate these barriers through careful program design and implementation are provided.;The final study examines the range of challenges that new science teachers face by examining the dialog between beginning teachers and content-specific mentors within the online induction program. This 'taxonomy of challenges' is then discussed in light of the role that content and context specific mentors can play in supporting new teachers' professional learning. The set of studies concludes with a discussion of implications that lead to an argument for re-envisioning the induction experience and the role of technology in supporting this new vision.
机译：保留初级STEM（科学，技术，工程和数学）教育者是研究人员，政策制定者和其他利益相关者关注的话题。全面的上岗系统已得到推广，其中包括针对特定内容的指导，基于同伴的支持以及其他专业发展活动，以此作为解决保留危机的方法，并有助于初学者的持续专业发展。但是，如果不使用在线环境，则很难制定这些特定于内容的入门程序。本论文通过三项研究探索了在线入门课程的数据，这些数据适用于初学者。Stem教育者，初学者和初学者都研究了在线入门环境的教育，社会和技术能力。这项研究首先探讨了环境的设计能力。其次，研究描述了初学者对在线归纳系统的感知能力。该研究表明，通过教育活动和在线技术与同伴和经验丰富的导师的互动可能对帮助实现归纳的多方面目标非常有价值。；第二项研究探讨了理论和实践如何影响归纳程序的迭代设计。特别是，它着眼于外部障碍（例如，时间和精力有限，技术获取水平各异，缺乏参与的外部奖励）和内部障碍（例如，对支持价值的信念，参与目的，在线社区意识）妨碍了教师在此在线实践社区中的参与。这项研究还探讨了如何通过对障碍的了解来了解该程序的迭代设计。提供了一些建议，以通过仔细的计划设计和实施来帮助减轻这些障碍。；最终研究通过检查在线入职计划中新任教师与特定内容的导师之间的对话，研究了新科学老师所面临的挑战范围。然后，根据内容和上下文的导师在支持新教师的专业学习中所扮演的角色，讨论这种“挑战分类法”。这组研究以对涵义的讨论作为结束，这些涵义导致人们重新设想归纳经验和技术在支持这一新愿景方面的作用。

著录项

  • 作者

    Donna, Joel Dominic.;

  • 作者单位

    University of Minnesota.;

  • 授予单位 University of Minnesota.;
  • 学科 Science education.;Teacher education.;Educational technology.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 222 p.
  • 总页数 222
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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