Beginning elementary school teachers' perceptions of structural and cultural context factors impacting their science teaching.

摘要

Science maintains low status in many elementary classrooms. Beginning teachers find it difficult to teach science effectively. The Teacher-Centered Systemic Reform Model suggests there are personal, structural, and cultural factors that impact teaching practices. The questions that drove this study were: (a) How do beginning teachers perceive structural and cultural factors of the TCSR model as affecting their science teaching practices? (b) How do those perceptions compare between beginning teachers who teach science and those who do not? (c) How do beginning teachers' perceptions compare to those of principals and veteran teachers? The model was used to collect and analyze data on the perceptions of factors that influenced beginning teachers' science teaching practices.;A case study involved six beginning teachers from three elementary schools in the southwestern United States during the 2005--2006 school year. Through an initial survey, two groups of beginning teachers were first identified as (a) those who taught and liked science, and (b) those who did not teach or like science. Three teachers from each group were selected to participate in the study that consisted of semi-structured interviews, observations, and review of artifacts. These data were compared with interview data from three veteran teachers and three principals.;The findings of this study supported the TCSR model and confirmed that the beginning teachers did perceive certain structural context factors (e.g., curriculum, materials, time, professional development, district requirements, classroom management), and cultural context factors (e.g., district-wide low priority of science) as having an impact on their science teaching. The veteran teachers' perceptions more closely matched those of the beginning teachers' than did those of the principals. Despite the contextual influences, the beginning teachers' perceptions ultimately differed in teacher thinking (i.e., those who taught science had positive thinking about the importance and enjoyment of it, and those who did not teach it had negative thinking).;It is hoped this study will bring about an understanding of the relationship between structural and cultural context factors, and teacher-thinking pertaining to science teaching. This study will aid teacher educators, administrators, and professional development coordinators to adequately prepare, train, and support beginning teachers so they may become effective teachers of science.