Kindling the Fire: Fueling Preservice Science Teachers\u27 Interest to Teach in High-Needs Schools

This study applies psychological models of interest and motivation (i.e., a model of interest‐development and self‐determination theory) to the experiences of six preservice science Noyce scholars who participated in a teacher preparation program. The National Science Foundation\u27s Noyce grant aims to incentivize mathematics and science majors to teach in high‐needs school districts. Through this interview study, we sought to understand how Noyce scholars\u27 pre‐existing interests and their experiences in the Noyce program interact to develop individual commitments to teach in high‐needs school settings. Case studies reveal that scholars had no prior experiences in high‐needs schools, abstract ideas about teachers, students, and resources in these contexts, and varying degrees of initial connectedness to teaching in high‐needs school settings. Scholars found that site visits to diverse high‐needs schools (i.e., rural and urban) triggered their interest to teach in similar contexts. Preservice science teachers\u27 emerging interest and level of commitment to teaching in high‐needs schools following the teacher preparation program was dependent upon context‐specific mastery experiences and autonomy within their long‐term clinical field experience. This study offers implications for teacher educators who are recruiting and preparing students to teach in high‐needs school contexts

Moving the school forward: problems reported by novice and experienced principals during a succession process in Chile

This article identifies the main problems experienced by two groups of Chilean school principals in a succession process. Problems reported by novice public school principals (n=94) were compared to those reported by their more experienced peers (n=120). Data were gathered through an online survey and eight in-depth interviews. Findings showed that groups did not differ in their overall pattern of responses when problems were categorised at the system level (45%), interactions with people (33%), at the school and territory levels (15%), and within themselves (7%). Differences were observed when comparing the extent to which each group reported problems managing up (interactions with the municipal department of education and Ministry of Education) and managing down (initiating changes in the school's culture and structures). For novice principals, managing up was more challenging and for experienced principals managing down was more pressing. The high frequency and types of problems reported at the system level indicate the need to align policy reforms addressing leadership practices at intermediate and school levels. The findings also suggest guidelines for the professional development programs that extend beyond normative practices for effective school leadership, by also responding to country specific social and organisational structures

Becoming a teacher

xix, 587 p. : il.; 24 cm

Becoming a teacher

xxii, 522 p. : ill.; 28 c

Menjadi seorang guru

xxvii, 679 p. ; 28 cm

Becoming a Teacher

xix, 522 p. : ilus. ; 28 cm

Becoming a Teacher

xix, 522 p. : ilus. ; 28 cm