Why Do Effective Science Teachers Persist?: Exploring Post-induction Effective Science Teachers' Experiences through a Collective Case Study.
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| Title: | Why Do Effective Science Teachers Persist?: Exploring Post-induction Effective Science Teachers' Experiences through a Collective Case Study. |
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| Authors: | Wilcox, Jesse1 (AUTHOR) jwilcox.23@gmail.com, Ramker, Molly Ella2 (AUTHOR), Lange, William Raymond3 (AUTHOR), Kota, Pranav2 (AUTHOR), Kress, Carolyn2 (AUTHOR), Fettkether, Lily3 (AUTHOR), Clausen, Dori1 (AUTHOR), Willis, Kiran1 (AUTHOR) |
| Source: | International Journal of Science & Mathematics Education. Sep2025, Vol. 23 Issue 6, p1545-1572. 28p. |
| Subject Terms: | *Science teachers, *Encouragement, *Effective teaching, *Individual development, *Educational benefits, *Teacher-student relationships, Persistence (Personality trait) |
| Geographic Terms: | United States |
| Abstract: | This collective case study aimed to identify post-induction effective science teachers in the United States and explore why they persist. We used the Local Systemic Change Classroom Observation Protocol (LSC-COP) to determine science teaching effectiveness and identify appropriate participants. The median and mode of the LSC-COP capsule score were 4.5 and 5, respectively, on a five-point scale, indicating that participants' instruction was likely to enhance students' understanding of science and their capacity to do science. Interviews with participants about their experiences yielded seven themes that pertain to effective science teachers' persistence: exemplary preservice programs, meaningful support, autonomy, student goals, engaging in deliberate practice, building relationships with students, and viewing teaching as a moral act. Our study found that for teachers to persist, they have to view teaching as more than a job and have the support and the freedom to engage in deliberate practice in order to continually improve their teaching for their students. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This collective case study aimed to identify post-induction effective science teachers in the United States and explore why they persist. We used the Local Systemic Change Classroom Observation Protocol (LSC-COP) to determine science teaching effectiveness and identify appropriate participants. The median and mode of the LSC-COP capsule score were 4.5 and 5, respectively, on a five-point scale, indicating that participants' instruction was likely to enhance students' understanding of science and their capacity to do science. Interviews with participants about their experiences yielded seven themes that pertain to effective science teachers' persistence: exemplary preservice programs, meaningful support, autonomy, student goals, engaging in deliberate practice, building relationships with students, and viewing teaching as a moral act. Our study found that for teachers to persist, they have to view teaching as more than a job and have the support and the freedom to engage in deliberate practice in order to continually improve their teaching for their students. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15710068 |
| DOI: | 10.1007/s10763-024-10525-8 |
