Advertisement

Journal of Science Teacher Education

, Volume 23, Issue 6, pp 651–671 | Cite as

Induction and Efficacy: A Case Study of New Zealand Newly Qualified Secondary Science Teachers

  • Mavis A. HaighEmail author
  • Glenda J. Anthony
Article

Abstract

This paper reports on 20 newly qualified secondary science teachers (NQSSTs) participating in a New Zealand study on teachers’ early professional learning. The focus of our study is how these new teachers were nurtured to become competent science teachers, confident of their ability to positively influence student learning. Based on responses to a graduating questionnaire and three interviews across their first 18 months of teaching, we look at the effect of induction and contextual factors on the teachers’ efficacy. While the NQSSTs overall reported relatively constant ratings of self-efficacy, they demonstrated different patterns of declared efficacy across this 18-month period. Findings regarding the influence of induction practices and contextual factors on the efficacy of these teachers are mixed.

Keywords

Teacher efficacy Secondary science teaching Induction 

References

  1. Adams, P., & Krockover, G. (1997). Concerns and perception of beginning secondary science and mathematics teachers. Science Education, 81, 29–50.CrossRefGoogle Scholar
  2. Anthony, G., & Ord, K. (2008). Change-of-career secondary teachers: motivations, expectations and intentions. Asia-Pacific Journal of Teacher Education, 36(4), 359–76. Google Scholar
  3. Anthony, G., Kane, R., Bell, B., Butler, P., Davey, R., Fontaine, S., Haigh, M., Lovett, S., Mansell, R., Naidoo, K., Ord, K., Prestidge, B., Sandretto, S., & Stephens, C. (2008). Making a difference. The role of initial teacher education and induction in the preparation of secondary teachers (Final report for the Teaching and Learning Research Initiative). Wellington: New Zealand Council for Educational Research.Google Scholar
  4. Anthony, G., Haigh, M., & Kane, R. (2011). The power of the 'object' to influence teacher induction outcomes. Teaching and Teacher Education, 27(5), 861–870.Google Scholar
  5. Ashman, L. (2005). The factors that enable or hinder the professional growth of beginning science teachers. Masters dissertation, The University of Auckland. (Unpublished).Google Scholar
  6. Azar, A. (2010). In-service and pre-service secondary science teachers’ self-efficacy beliefs about science teaching. Educational Research and Reviews, 5(4), 175–188.Google Scholar
  7. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
  8. Bandura, A. (1997). Self-efficacy: The exercise of control (1st ed.). New York: W. H. Freeman and Company.Google Scholar
  9. Bruce, C., & Ross, J. (2008). A model for increasing reform and implementation and teacher efficacy: Teacher peer coaching in grades 3 and 6 mathematics. Canadian Journal of Education, 31, 346–370.Google Scholar
  10. Carleton, L., Fitch, J., & Krockover, G. (2007). An in-service teacher education program’s effect on teacher efficacy and attitudes. The Educational Forum, 72(1), 46–62.CrossRefGoogle Scholar
  11. Childs, A., & McNicholl, J. (2007). Science teachers teaching outside of subject specialism: Challenges, strategies adopted and implications for initial teacher education. Teacher Development, 11(1), 1–20.CrossRefGoogle Scholar
  12. Cochrane-Smith, M., & Lytle, S. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249–305.Google Scholar
  13. Collucci-Gray, L., & Fraser, C. (2008). Contested aspects of becoming a teacher: Teacher learning and the role of subject knowledge. European Educational Research Journal, 7(4), 475–486.CrossRefGoogle Scholar
  14. Czerniak, C., & Shriver, M. (1994). An examination of preservice science teachers’ beliefs and behaviours as related to self-efficacy. Journal of Science Teacher Education, 5(3), 77–86.CrossRefGoogle Scholar
  15. Davis, E., Petish, D., & Smithey, J. (2006). Challenges new science teachers face. Review of Educational Research, 76(4), 607–651.CrossRefGoogle Scholar
  16. Feiman-Nemser, S. (1998). Teachers as teacher educators. European Journal of Teacher Education, 21(1), 63–74.CrossRefGoogle Scholar
  17. Gibson, S., & Dembo, M. (1984). Teacher efficacy: Construct validation. Journal of Educational Psychology, 76, 569–582.CrossRefGoogle Scholar
  18. Ginns, I. S., Tulip, D. F., Watters, J. J., & Lucas, K. B. (1995). Changes in preservice elementary teachers’ sense of efficacy in teaching science. School Science and Mathematics, 95, 394–400.CrossRefGoogle Scholar
  19. Goddard, R., Hoy, W., & Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure and effect on student achievement. American Education Research Journal, 37, 479–501.Google Scholar
  20. Haigh, M., Ashman, L., & Hansen, T. (2004). Some questions of recruitment and retention from Auckland's south west. ACE Papers, Research Journal of the Auckland College of Education, 14, 45–58.Google Scholar
  21. Haigh, M., France, B., & Forret, M. (2005). Is ‘doing science’ in New Zealand classrooms an expression of scientific inquiry? International Journal of Science Education, 27(2), 215–226.Google Scholar
  22. Ingersoll, R., & Smith, T. (2003). The wrong solution to the teacher shortage. Educational Leadership, 30–33.Google Scholar
  23. Ingersoll, R., & Smith, T. (2004). Do teacher induction and mentoring matter? National Association of Secondary School Principals. NASSP Bulletin, 88(638), 28–40.Google Scholar
  24. Kane, R., & Fontaine, S. (2008). How prepared are New Zealand secondary teachers? Results from a national graduate survey. New Zealand Journal of Educational Studies, 43(2), 29–45.Google Scholar
  25. Klassen, R., Tze, V., Betts, S., & Gordon, K. (2011). Teacher efficacy research 1998–2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23, 21–43. doi: 10.1007/s10648-010-9141-8.CrossRefGoogle Scholar
  26. Knoblauch, D., & Woolfolk Hoy, A. (2008). “Maybe I can teach those kids.” The influence of contextual factors on student teachers’ efficacy beliefs. Teaching and Teacher Education, 24(1), 166–179.CrossRefGoogle Scholar
  27. Labone, E. (2004). Teaching efficacy: Maturing the construct through research in alternative paradigms. Teaching and Teacher Education, 20, 341–359.CrossRefGoogle Scholar
  28. Lampert, M. (1999). Knowing teaching from the inside out: Implications of inquiry in practice for teacher education. In G. Griffin (Ed.), The education of teachers (pp. 167–184). Chicago, IL: The National Society for the Study of Education.Google Scholar
  29. Loughran, J. (1994). Bridging the gap: An analysis of the needs of second-year science teachers. Science Education, 78, 365–386.CrossRefGoogle Scholar
  30. Luft, J., & Patterson, N. (2002). Bridging the gap: Supporting beginning science teachers. Journal of Science Teacher Education, 13(4), 267–282.CrossRefGoogle Scholar
  31. Main, S., & Hammond, L. (2008). Best practice or most practised? Pre-service teachers’ beliefs about effective behaviour management strategies and reported self-efficacy. Australian Journal of Education, 33(4), 28–38.Google Scholar
  32. Miles, M., & Huberman, A. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.Google Scholar
  33. Milner, H., & Woolfolk Hoy, A. (2003). A case study of an African American teacher’s self-efficacy, stereotype threat, and persistence. Teaching and Teacher Education, 19, 263–276.CrossRefGoogle Scholar
  34. Ministry of Education. (2007). The New Zealand curriculum. Wellington: Learning Media.Google Scholar
  35. New Zealand Teachers Council. (2011). Induction and mentoring programmes for Provisionally Registered Teachers (PRTs). Retrieved from http://www.teacherscouncil.govt.nz/prt/ index.stm.
  36. Organisation for Economic Co-operation and Development. (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris: OECD.Google Scholar
  37. Pedretti, E. (2003). Teaching Science, Technology, Society and Environment (STSE) Education: Preservice teachers’ philosophical and pedagogical landscapes. In D. Zeidler (Ed.), The role of moral reasoning and socioscientific discourse in science education (pp. 219–239). Dordrecht, The Netherlands: Springer.CrossRefGoogle Scholar
  38. Pedretti, E., Bencze, L., Hewitt, J., Romkey, L., & Jivraj, A. (2008). Promoting issues-based STSE perspectives in science teacher education: Problems of identity and ideology. Science & Education, 17, 941–960.CrossRefGoogle Scholar
  39. Peters, E. (2010). Shifting to a student-centered science classroom: An exploration of teacher and student changes in perceptions and practices. Journal of Science Teacher Education, 21, 329–349.CrossRefGoogle Scholar
  40. Raudenbush, S., Rowan, B., & Cheong, Y. (1992). Contextual effects on the self-perceived efficacy of high school teachers. Sociology of Education, 65(April), 150–167.CrossRefGoogle Scholar
  41. Riggs, I. M., & Enochs, L. G. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74, 625–637.CrossRefGoogle Scholar
  42. Roehrig, G. H., & Luft, J. A. (2004). Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. International Journal of Science Education, 26, 3–24.CrossRefGoogle Scholar
  43. Ross, J. (1998). Antecedents and consequences of teacher efficacy. In J. Brophy, (Ed.), Advances in research on teaching (Vol. 7, pp. 49–74). Greenwich, CT: JAI Press.Google Scholar
  44. Sadler, T. (2006). “I won’t last three weeks”: Preservice science teachers reflect on their student-teaching experiences. Journal of Science Teacher Education, 17(3), 217–241.CrossRefGoogle Scholar
  45. Schoon, K., & Boon, W. (1998). Self-efficacy and alternative conceptions of science of preservice elementary teachers. Science Education, 82, 553–568.CrossRefGoogle Scholar
  46. Stevens, C., Parker, P., & Burroughs, D. (2007). Dealing with beginning teachers’ retention: Research paper. Australia: CommuniCorp.Google Scholar
  47. Tierney, W. (2005). Biographical research methods. Thousand Oaks, CA: Sage.Google Scholar
  48. Timperley, H. (2008). Teacher professional learning and development. Educational Practice Series—18. International Academy of Education & International Bureau of Education Paris. UNESCO. Retrieved from http://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_18.pdf.
  49. Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944–956.CrossRefGoogle Scholar
  50. Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.Google Scholar
  51. Usher, E., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751–796.CrossRefGoogle Scholar
  52. Ward, G. (2008). Work environments of early career secondary school science teachers. Doctor of Science Education dissertation, Curtin University, Perth, Australia (Unpublished).Google Scholar
  53. Watson, S. (2006). Novice science teachers: Expectations and experiences. Journal of Science Teacher Education, 17(3), 279–290.CrossRefGoogle Scholar
  54. Wertsch, J., Del Rio, P., & Alvarez, A. (Eds.). (1995). Sociocultural studies of the mind. Cambridge, UK: Cambridge University Press.Google Scholar
  55. Wheatley, K. (2002a). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18(1), 5–22.CrossRefGoogle Scholar
  56. Wheatley, K. (2002b). Teacher persistence: A crucial disposition, with implications for teacher education. Essays in Education, 3. Retrieved from http://www.usca.edu.
  57. Wheatley, K. (2005). The case for reconceptualizing teacher efficacy research. Teaching and Teacher Education, 21(7), 747–766.CrossRefGoogle Scholar
  58. Woolfolk Hoy, A., & Burke Spero, R. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(1), 343–356.Google Scholar
  59. Zeldin, A., & Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific and technological careers. American Educational Research Journal, 37, 215–246.Google Scholar

Copyright information

© The Association for Science Teacher Education, USA 2012

Authors and Affiliations

  1. 1.The University of AucklandAucklandNew Zealand
  2. 2.Massey UniversityPalmerston NorthNew Zealand

Personalised recommendations