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Los efectos de la experiencia y el desgaste para los profesores novatos de ciencias y matemáticas de la escuela
Gary T Henry1, C Kevin Fortner, Kevin C Bastian
1Department of Public Policy and Education Policy Initiative at Carolina, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-3435, USA. gthenry@unc.edu
Science (New York, N.Y.)
|March 3, 2012
Resumen
Los maestros de ciencias y matemáticas de la escuela secundaria mejoran con la experiencia, con beneficios que alcanzan su punto máximo alrededor de su cuarto año. Los maestros experimentados son más efectivos, especialmente en materias como la biología y las ciencias físicas.
Área de la Ciencia:
- Educación Educación Educación Educación Educación.
- La educación STEM es la educación STEM.
- Eficacia del maestro La eficacia del maestro.
Sus antecedentes:
- Un número significativo de maestros de secundaria novatos requieren comprender el impacto del educador de la carrera temprana.
- El dominio de los estudiantes en ciencias y matemáticas está fuertemente influenciado por el desempeño de los maestros novatos.
Objetivo del estudio:
- Analizar el impacto de la experiencia docente en las puntuaciones de los estudiantes en las pruebas de ciencias y matemáticas de la escuela secundaria.
- Cuantificar la relación entre los niveles de experiencia docente y la efectividad en las materias STEM.
Principales métodos:
- Utilizó modelos de valor agregado para evaluar la efectividad del profesorado.
- Analizó 1.05 millones de puntajes de exámenes de fin de curso de estudiantes de secundaria.
- Comparación de la efectividad en diferentes niveles de experiencia y áreas temáticas.
Principales resultados:
- La efectividad del profesor en ciencias y matemáticas aumenta significativamente con la experiencia, con rendimientos decrecientes después del cuarto año.
- Los maestros de álgebra 1, álgebra 2, biología y ciencias físicas con más de 5 años de experiencia fueron novatos más efectivos que los que se fueron temprano.
- Los profesores novatos de física, química, ciencias físicas, geometría y biología mostraron un crecimiento más rápido en la efectividad en comparación con los novatos no STEM.
Conclusiones:
- La experiencia docente extendida es crucial para mejorar la efectividad de los profesores de ciencias y matemáticas.
- Invertir en la retención de maestros, particularmente en campos STEM, puede conducir a mejores resultados estudiantiles.
- El desarrollo profesional específico para los profesores novatos de STEM puede acelerar su crecimiento de efectividad.
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