J. Randy McGinnis, Carolyn Parker, Anna O. Graeber

Abstract

This study's purpose was to present a detailed description and interpretation of what happens to new teachers in schools who are prepared to enact reform-based practices in mathematics and science. The focus was on a select sample of graduates from the Maryland Collaborative for Teacher Preparation [MCTP], a statewide reform-based undergraduate teacher preparation program supported by National Science Foundation funding. A case study methodology was used (first year, N=5; second year, N=3). Differential experiences and perceptions of and by our new specialist teachers of mathematics were documented. Analysis was based on a teacher socialization framework as suggested by Veenman (1984). Discussion centered on the enculturation of the teachers into an extant teaching culture (school district and school). Insights were framed in two components: the individual's intentions, needs, and capabilities, and the institutional demands, supports and constraints. A major finding was that the new teachers' school cultures was a major factor in whether reform-aligned mathematics and science teaching was regularly implemented by the new teachers. In addition, the new teachers' perception of their school cultures' lack of support of their intent to implement reform-based practices prompted differing social strategies by the new teachers (resistance, moving on, and exit). Therefore, if our findings are supported by future research, to enact reform and to retain new reform-prepared teachers in schools a key implication is that more attention needs to be placed on how to foster supportive, reform- oriented school cultures.

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