The first years of teaching are often discussed with reference to all teachers. More studies focusing on early career content specialists are needed in order to ensure that teachers are supported adequately as they learn to teach in their content area. In this study, we followed 76 newly hired secondary science teachers to determine how their teaching beliefs and knowledge changed over a three-year period. This study used qualitative and quantitative data collection and analysis techniques. Interviews and classroom observations were collected and analyzed quantitatively using teachers as a group and the teachers' induction programs as a subgroup. The findings from this study suggest that over time new teachers are more influenced by their school cultures than by their induction programs. However, from the data it is evident that beliefs and practices are malleable, but that they are impacted differently and by different factors. As a result of this study, we suggest new directions for science teacher educators in their work and potential research regarding newly hired science teachers. © Universidad Nacional Autónoma de México.
Luft, J. A., & Zhang, C. (2014). Conocimiento Pedagógico del Contenido y creencias de profesores de ciencias de secundaria recién contratados: Los primeros tres años. Educacion Quimica, 25(3), 325–331. https://doi.org/10.1016/S0187-893X(14)70548-8