Most beginning science teachers enter schools in the fall with fervor and dedication. Those entering a self-paced classroom typically will find it to be a center of bustling activity with students working on a number of diverse activities. The first year of science teaching is a time of confrontation, of shock, and of conflict. The beginning science teacher must act. Out of this need to act comes a great amount of activity, some effective and some ineffective. The beginning science teacher in a self-paced classroom encounters problems because he is a first year science teacher and because there are problems that are peculiar to the self-paced classroom. With little experience in self-paced instruction, the beginning science teacher finds that the first year of teaching is a time for developing an individual teaching method appropriate to the self-paced nature of his classroom.
Iowa Science Teachers Journal
© Copyright 1977 by the Iowa Academy of Science
Thompson, Kenneth W.
"The Embryonic Teacher: A Beginning Science Teacher in a Self-Paced Classroom,"
Iowa Science Teachers Journal: Vol. 14
, Article 14.
Available at: https://scholarworks.uni.edu/istj/vol14/iss2/14