Home > Iowa Academy of Science > Journals & Newsletters > Iowa Science Teachers Journal > Volume 14 > Number 2 (1977)
Document Type
Article
Abstract
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.
Publication Date
September 1977
Journal Title
Iowa Science Teachers Journal
Volume
14
Issue
2
First Page
11
Last Page
13
Copyright
© Copyright 1977 by the Iowa Academy of Science
Language
en
File Format
application/pdf
Recommended Citation
Thompson, Kenneth W.
(1977)
"The Embryonic Teacher: A Beginning Science Teacher in a Self-Paced Classroom,"
Iowa Science Teachers Journal: Vol. 14:
No.
2, Article 14.
Available at:
https://scholarworks.uni.edu/istj/vol14/iss2/14