Nature or Nurture? A Characterization of the Knowledge and Practices of In- and Out-of-field Beginning Secondary Physics Teachers
| Abstract | Previous studies have shown that adequate content knowledge is a necessary, but not sufficient, requirement for affective teaching. While legislation requests teachers to be "highly qualified" in a subject area, such as physics, many teachers are frequently asked to teach in an area when they are not certified through a teaching license to do so. This study uses mixed methods to examine the knowledge of beginning physics teachers. Through semi-structured interviews, classroom observations, and concept maps, the pedagogical content knowledge, subject matter knowledge, and practices of three groups of beginning secondary physics teachers were explored. Data were analyzed qualitatively using cases and quantitatively using descriptive... (more) |
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| Created Date | 2010 |
| Contributor | Neakrase, Jennifer Jean (Author) / Luft, Julie (Advisor) / Semken, Steven (Committee member) / Culbertson, Robert (Committee member) / Green, Samuel (Committee member) / Clark, Douglas (Committee member) / Arizona State University (Publisher) |
| Subject | Science Education / Teacher Education / Physics |
| Type | Doctoral Dissertation |
| Extent | 244 pages |
| Language | English |
| Copyright |
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| Reuse Permissions | All Rights Reserved |
| Note | Ph.D. Curriculum and Instruction 2010 |
| Collaborating Institutions | Graduate College / ASU Library |
| Additional Formats | MODS / OAI Dublin Core / RIS |
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