Beginning Mathematics and Science Teachers: A New Study of Their Subject-Specific Needs and Induction
2. Claims Examined
What are the subject-specific needs of beginning mathematics and science teachers at the middle and high school levels?
content knowledge
pedagogical content knowledge
curricular knowledge and resources
practical knowledge
How do resources and support (from the induction program and other sources) interact with beginning teachers' subject-specific needs?
How do beginning teachers and induction programs allocate and sequence time and attention to subject-specific needs versus general pedagogical and other kinds of needs?
