Award Date

1-1-2008

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Curriculum and Instruction

First Committee Member

Sandra Odell

Second Committee Member

Jian Wang

Number of Pages

271

Abstract

This dissertation explored how novice elementary teachers learn to teach science, how their preparation for teaching affects their classroom practice and their students' learning, and how they may be mentored toward more reform-based science practice. The instructional practices of four novice elementary teachers, two from traditional and two from alternative preparation programs, were studied as they worked with mentor teachers toward building pedagogical content knowledge for reform-based instruction in science. Data collected from interviews of novice and mentor teachers, from classroom observations of science lessons, from observations of mentor-novice conferences, and from student work were analyzed to discover patterns of information that may lead to understandings about effective practices for mentored learning to teach in science.

Keywords

Elementary; Elementary Science; Instructional Reforms; Learning To Teach; Mentoring; Novice; Novice Teachers; Science; Teacher Preparation; Teachers

Controlled Subject

Education, Elementary; Science--Study and teaching; Curriculum planning; Teachers--Training of

File Format

pdf

File Size

3901.44 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/3rne-wqqk


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