The first 5 years of teaching science: The beliefs, knowledge, practices, and opportunities to learn of secondary science teachers

The early years of teaching are important for science teachers, but little is known about how teachers develop professionally in their years. This mixed methods study took a longitudinal view the teaching. Following 95 secondary over 5-year period, this examined beliefs, pedagogical content knowledge (PCK), and practices during after induction programming. It drew upon conceptual framework opportunities to learn contemplate experiences relationship PCK, practices. Interviews observations comprised data study, which were analyzed quantitatively qualitatively then integrated understand teachers' development. quantitative analysis revealed that career experienced no significant change beliefs time did experience PCK some instructional qualitative highlighted difficulty changing instruction administrative decisions constrained or contributed learning new different professional time. These results suggest development provided support newly hired not enough challenge establish repertoires envisioned education reforms. To better they need strategic involve administrators, colleagues, teacher educators.