Contrasting landscapes: A comparison of the impact of different induction programs on beginning secondary science teachers' practices, beliefs, and experiences

By J. Luft, Gillian Roehrig, Nancy C. Patterson. 2003

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A Conflict in Your Head: An exploration of trainee science teachers’ subject matter knowledge development and its impact on teacher self‐confidence (2009, background): “Besides these specifically SMK related issues, other research evidence indicates that specialised support helps trainee science teachers develop positively (Luft et al, 2003).”
Beginning Secondary Science Teachers in Different Induction Programmes: The first year of teaching (2009, background): “Since induction programmes are considered important in new teacher performance and retention (Luft et al., 2003; Smith & Ingersoll, 2004), it is timely to examine how induction programmes support teachers who are content specialists.”
Learning to Teach Science as Inquiry in the Rough and Tumble of Practice (2007, background): “Some prospective teachers became disillusioned with teaching science as inquiry during the course of the year, aligned with findings by Luft, Roehrig, and Patterson (2003) that novice teachers’ beliefs and practice are changeable.”
Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings (2012, background): “…(Boz and Uzuntiryaki 2006; Bryan 2003; Hancock and Gallard 2004; Haney and McArthur 2002; Levitt 2002; Mellado 1998; Ogan-Bekiroglu and Akkoc 2009; Yilmaz-Tuzun 2008) and beginning teachers (Luft et al. 2003; Roehrig and Luft 2004; Simmons et al. 1999) rather than seasoned in-service teachers.”