The Role of Induction in Learning to Teach Toward Equity: A Study of Beginning Science and Mathematics Teachers

摘要

We investigated how an induction program supported and constrained be-ginning teachers' efforts to teach science or mathematics in equitable and effective ways.We focused our investigation on the teaching and learning of equitable instructional prac-tices; we conceived of such practices as attention to students' experiences, instruction forEnglish learners, differentiation, and reform-minded science or mathematics strategies.During the 2005-2006 and 2006-2007 academic years, we examined the experiences oftwo beginning secondary teachers (one in science and one in mathematics) enrolled in astate-mandated, K-12 induction program. We conducted multiple interviews with our be-ginning teachers, their experienced mentors, and induction professionals; videotaped all 21induction seminars and 4 series of lessons for each beginning teacher; and examined eachteacher's 12 teaching performance assessment products. Qualitative analysis of data madevisible the successes and struggles in using a K-12 induction program to promote equitablescience and mathematics instruction. Beginning teachers saw their induction program ascontributing little to their learning to teach toward equity; they pointed to their previousteacher education experiences and current school communities as more powerful forcesin shaping the ways they taught science or mathematics to all students. We close withrecommendations for other teacher educators and induction professionals