What matters? : how beginning and mid-career secondary science teachers perceive and negotiate instructional influences
Abstract/Contents
- Abstract
- Teachers' experiences with a variety of learning settings over the course of their careers raises important questions about how teachers navigate different messages and, ultimately, what ideas about science instruction they enact in the classroom. With the goal of better supporting science teachers, this dissertation seeks to broaden, and perhaps complicate, analytical lenses of teacher learning by considering the multitude of teachers' learning experiences. Specifically, the three papers in this dissertation each explore the question, "How do secondary science teachers' perceive and negotiate various instructional influences?" The first contribution of this dissertation is to document the various perceived influences. Not only are teacher education and teachers' school contexts considered influential, but so too, are more personal aspects, such as family and culture. Second, the dissertation complicates ideas of teacher learning across place and emphasizes the importance of supporting teachers to implement practices in their specific teaching contexts. Finally, the work proposes a weighting framework for how teachers differentially negotiate instructional influences. Implications for pre- and in-service teacher education are discussed.
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource. |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2023; ©2023 |
| Publication date | 2023; 2023 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Wilsey, Matthew C |
|---|---|
| Degree supervisor | Borko, Hilda |
| Degree supervisor | Brown, Bryan |
| Thesis advisor | Borko, Hilda |
| Thesis advisor | Brown, Bryan |
| Thesis advisor | Lee, Victor |
| Thesis advisor | McFarland, Daniel |
| Thesis advisor | Pope, Denise |
| Degree committee member | Lee, Victor |
| Degree committee member | McFarland, Daniel |
| Degree committee member | Pope, Denise |
| Associated with | Stanford University, Graduate School of Education |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | Matthew Wilsey. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis Ph.D. Stanford University 2023. |
| Location | https://purl.stanford.edu/wp828hq4902 |
Access conditions
- Copyright
- © 2023 by Matthew C. Wilsey
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
Also listed in
Loading usage metrics...