Case studies of four beginning high school science teachers were constructed from observations of particular topics taught in a physical science course and from interviews during and after teaching of those topics. Analysis and interpretation of the data were conducted within a practical reasoning theoretical framework. Major understandings from this study were: (1) uncertainty demanded teachers to reason through actions; (2) context influences action; (3) the discipline of science is shaped for particular instructional circumstances; and (4) a qcollegial otherq provides more than support. Additionally, groundwork is laid to consider the process of becoming a reasoning practitioner for novice teachers in the secondary science classroom. This research informs our understanding of the complex nature of teaching and provides implications for teacher education.hard about them. ... He said the quiz would not be graded, but he wanted the students to try to do their best to answer the questions. He said he ... Most students were able to answer the quiz question quickly and without asking questions.
|Title||:||Novice Teacher Action: Exploring Secondary Science Teachers' Actions Through Practical Reasoning|
|Publisher||:||ProQuest - 2007|