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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)
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
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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Description Dissertation/Thesis