Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

The induction program focused on classroom activity. Several topics were based upon Danielson’s Framework for Teaching. Induction activities were drawn from the framework’s four domains: planning and preparation, learning environments, learning experiences, and principled teaching. In addition, reading topics included high-impact teaching strategies, misconceptions in mathematics, and classroom management. Another induction segment was exploration of public science projects. Themes across responses were noted. For classroom management, common themes included all students being capable of learning, each student learns in different ways, and building strong relationships with students is critical. For lesson preparation, the most common area of strength was learning environment due to the scholar’s confidence in relationship building, while the most common area of weakness was planning and preparation due to a lack of experience. With regard to challenges that may occur with a public science project, scholars believed that a lack of prior student knowledge or a lack of student interest could hinder the implementation of the project. Beginning the project with an informational introduction and splitting the class into groups could lessen these difficulties. Enhancing teacher effectiveness can have a profound impact on student outcomes, including the strengthening of student STEM self-efficacy and increased STEM achievement. Secondary STEM teachers have historically been shown to prepare and motivate students to achieve in STEM and, possibly, consider STEM career fields.

Document Type

posters

Language

English

Rights

http://rightsstatements.org/vocab/InC/1.0/

License

http://creativecommons.org/licenses/by-nc-nd/4.0/

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New teacher induction program for mathematics and the natural sciences

The induction program focused on classroom activity. Several topics were based upon Danielson’s Framework for Teaching. Induction activities were drawn from the framework’s four domains: planning and preparation, learning environments, learning experiences, and principled teaching. In addition, reading topics included high-impact teaching strategies, misconceptions in mathematics, and classroom management. Another induction segment was exploration of public science projects. Themes across responses were noted. For classroom management, common themes included all students being capable of learning, each student learns in different ways, and building strong relationships with students is critical. For lesson preparation, the most common area of strength was learning environment due to the scholar’s confidence in relationship building, while the most common area of weakness was planning and preparation due to a lack of experience. With regard to challenges that may occur with a public science project, scholars believed that a lack of prior student knowledge or a lack of student interest could hinder the implementation of the project. Beginning the project with an informational introduction and splitting the class into groups could lessen these difficulties. Enhancing teacher effectiveness can have a profound impact on student outcomes, including the strengthening of student STEM self-efficacy and increased STEM achievement. Secondary STEM teachers have historically been shown to prepare and motivate students to achieve in STEM and, possibly, consider STEM career fields.