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Creating Awareness of Science Teacher Identity

The Importance of Who Newly Hired Teachers of Science are Expected to be and Who They Become during Induction

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Newly Hired Teachers of Science

Abstract

Understanding the induction experiences of newly hired science teachers is crucial for their retention and professional development. Yet, the learning and development of newly hired science teachers during this crucial time of their careers is underexplored (Luft, 2003, 2007). This chapter considers the induction of newly hired science teachers from a situated perspective, enabling discussions of induction beyond mere retention statistics to focus on teacher identity and meaning making.

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Author information

Authors and Affiliations

  1. School of Education, Louisiana State University, US

    Angela W. Webb

Authors
  1. Angela W. Webb
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Editor information

Editors and Affiliations

  1. University of Georgia, USA

    Julie A. Luft

  2. Valparaiso University, USA

    Shannon L. Dubois

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Webb, A.W. (2015). Creating Awareness of Science Teacher Identity. In: Luft, J.A., Dubois, S.L. (eds) Newly Hired Teachers of Science. Cultural and Historical Perspectives on Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-283-7_7

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