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首页> 外文期刊>School Science and Mathematics >Enthusiasm Is Not Enough: Beginning Secondary Science Teachers in Primarily Hispanic Settings
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Enthusiasm Is Not Enough: Beginning Secondary Science Teachers in Primarily Hispanic Settings

机译：热情还不够：主要在西班牙裔背景下开始中学科学老师的学习

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摘要

This study explores the practices of three beginning secondary science teachers. The teachers were in their first year, worked with primarily Hispanic students in rural and urban schools, held undergraduate degrees in science, participated in postbaccalaureate certification programs of varying lengths, and had different cultural backgrounds from the majority of their students. Their beliefs, practices and experiences were documented over the course of a year using the following data sources: semistructured interviews, participant observations, electronic communications, and classroom documents. From the data, individual teacher cases were constructed and then the cases were compared to each other. Conclusions included that the intentions of beginning teachers did not always translate into reality and that enthusiasm for working in diverse environments was not enough for them to enact reform-based practices. The beginning teachers were negotiating a wide range of new experiences, they were just developing their ability to work in these school settings, and they often made their environment less ambiguous by using practices familiar to them. This study suggests that beginning teachers who are working with populations different from their own background require preservice and induction programs that support crucial practices and that those who hire beginning teachers need to take initial teaching assignments into careful consideration.
机译：这项研究探索了三位初级中学科学教师的实践。老师在第一年就与农村和城市学校的西班牙裔学生一起工作，获得了理学学士学位，参加了各种长度的学士学位后的认证计划，并且与大多数学生具有不同的文化背景。他们的信念，实践和经验在一年的过程中使用以下数据源进行了记录：半结构化访谈，参与者观察，电子通讯和教室文档。根据数据，构造个别教师案例，然后将案例进行相互比较。结论包括，初任教师的意图并不总是转化为现实，而且在不同环境中工作的热情不足以使他们制定基于改革的做法。刚开始的老师正在商讨各种各样的新经验，他们只是在发展自己在这些学校环境中工作的能力，而且他们经常通过使用他们熟悉的做法来减轻环境的歧义。这项研究表明，在与自己背景不同的人群中工作的新任教师需要提供支持关键实践的岗前培训和入职培训计划，雇用新任教师的人员需要认真考虑初始教学任务。

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