DOI
10.5703/1288284317820
Document Type
Brief
Abstract
The beginning years of a new teacher are a critical period. This study investigated perceptions of induction activities of new teachers in Ohio Independent STEM schools. STEM-based pedagogies such as problem-based learning and inquiry are core strategies in STEM schools but can be new for beginning teachers. Through a Q-sort, thirteen participants from three Independent STEM Schools ranked statements on a +5 to -5 scale of agreement. This along with a post-sort survey resulted in themes. Positive school culture and colleague collaboration and the impact of the mentoring were found to be the most impactful. This research aligns with literature suggesting these areas are critical in teacher induction.
Included in
Engineering Education Commons, Science and Mathematics Education Commons, Science and Technology Studies Commons
Embrace the Journey: Exploring Induction Experiences of Teachers in Ohio Independent STEM Schools
The beginning years of a new teacher are a critical period. This study investigated perceptions of induction activities of new teachers in Ohio Independent STEM schools. STEM-based pedagogies such as problem-based learning and inquiry are core strategies in STEM schools but can be new for beginning teachers. Through a Q-sort, thirteen participants from three Independent STEM Schools ranked statements on a +5 to -5 scale of agreement. This along with a post-sort survey resulted in themes. Positive school culture and colleague collaboration and the impact of the mentoring were found to be the most impactful. This research aligns with literature suggesting these areas are critical in teacher induction.