[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593704-105":59,"doc-detail-593704-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","australian-journal-of-teacher-education-issue-5-article-9","Australian Journal of Teacher Education - Issue 5 - Article 9","","The article analyses how a group of novice secondary education science teachers’ practices, ideas, and attitudes changed during a further education teacher training program. The study monitors the program and its impact on participating teachers, emphasizing team work, debates, and reflection anchored in teachers’ practical problems. Findings support the suitability of these procedures for enabling change and promoting professional development at the novice stage.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-issue-5-article-9/593704/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-issue-5-article-9/593704.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the teacher training program discussed in the article?","Question",{"text":112,"@type":113},"It addresses further education for novice secondary science teachers by building on practical problems teachers encounter and developing work through team collaboration, debates, and reflection.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article describe the initial formation of secondary teachers in Spain?",{"text":117,"@type":113},"It highlights a mainly disciplinary initial formation (e.g., Biology, Physics, Chemistry, Geography) that is not linked to school practice in secondary classrooms, leaving teachers with limited references for teaching styles.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the article argue that continuing support matters for novice science teachers?",{"text":121,"@type":113},"Because working conditions and initial training often do not help resolve early teaching problems, studies cited emphasize needs such as support, improved administrative implementation, and differentiated continued education for novices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593704,1792192709,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 41 | Issue 5 | Article 9 |\n| --- | --- |\n| 2016\u003Cbr>The Role of Reflection and Collaboration in the Evolution ofa Rroup of Novice Secondary Education Science Teachers\u003Cbr>Josefa Cuesta\u003Cbr>University of Cádiz, pepa.cuesta@uca.es\u003Cbr>Pilar Azcárate\u003Cbr>University of Cádiz, [pilar.azcarate@uca.es](pilar.azcarate@uca.es)\u003Cbr>José Maria Cardeñoso University of Cádiz |  |\n\nRecommended Citation  \nCuesta, J., Azcárate, P., & Cardeñoso, J. (2016). The Role of Reflection and Collaboration in the Evolution ofa Rroup of Novice Secondary Education Science Teachers. Australian Journal of Teacher Education, 41 (5).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol41/iss5/9](http://ro.ecu.edu.au/ajte/vol41/iss5/9)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss5/9](http://ro.ecu.edu.au/ajte/vol41/iss5/9)  \nThe Role of Reflection and Collaboration in the Evolution of a Group of Novice Secondary Education Science Teachers.  \nJosefa Cuesta  \nPilar Azcárate  \nJosé Mª Cardeñoso  \nUniversity ofCádiz, Spain  \nAbstract: The present article analyses the changes in practices, ideas,  \nand attitudes proposed by a group of novice science teachers during a  \nfurther education teacher training program. The research on which it is based is focused on monitoring the training program and its impact on  \nthe participating teachers. The training program has as its starting  \npoint the practical problems teachers encounter, and is developed  \nfundamentally through team work, debates, and reflection. The study  \ndemonstrates the suitability of these procedures to facilitate change and  \ninfluence the professional development of these teachers.  \nThe Importance of Continuing Educational Support at the Novice Science Teacher Stage  \nNovice teachers arrive at their new school with a baggage of knowledge which comes from their individual biography and the teacher education courses they have taken (Bianchini & Brenner, 2010; Thomas & Beauchamp, 2011) . This baggage constitutes their principle referent when dealing with the new situation, and they generally consider that they know enough to teach. This is accentuated in the case of secondary education teachers who are\"specialists\" in the subject they are going to teach. In Spain the initial formation is mainly disciplinary (4-5 years) in Biology, Physics, Chemistry, or Geography, and it is only necessary to have 180 hours of formation at this level to be qualified to teach secondary education. This formation is not linked to the school and has no relation with practice in secondary education classrooms. This implies that the only reference novice teachers have of teaching styles is what they experienced as students but never practised during their teacher training process.  \nGiven this disciplinary nature of the formation of secondary education teachers in Spain, the reflexive practice of the teacher and the relationship with pupil's learning is almost non-existent in the official initial teaching training programs, and there is no follow-up on how the novice teacher applies it in the classroom. Clearly, this is a very narrow view of what teaching, school, and pupils signify.  \nAccording to Fullan (2002), the working conditions in most schools do not contribute to solving the problems and needs of teachers during their first years of teaching. Most studies concerning novice science teachers, agree on what are the most important problems and concerns at this stage: class discipline, pupil motivation, the pupils' different levels, evaluation, relation with parents, and class organization (Solis, Luna & Rivero, 2002; Luft & Patterson, 2002, Luft, Roehrig & Patterson, 2003; Smith, 2005; Watson, 2006; Wang & Odell, 2007; Henze el al. 2009) .  \nScience teachers' individual responses to these problems naturally incorporate expressions ofa given professional culture, which already may begin to become consolidated with these first teaching ","cbCaithvCKK1rMLM","https://ap.wps.com/l/cbCaithvCKK1rMLM","pdf",578082,18,"English","# Abstract\n## Reflection, collaboration, and practice change\n## Continuing educational support for novice teachers\n## Limits of initial disciplinary formation\n## Problems at the novice stage and support needs\n## Research foundations in teacher-identified problems","[{\"question\":\"What is the focus of the teacher training program discussed in the article?\",\"answer\":\"It addresses further education for novice secondary science teachers by building on practical problems teachers encounter and developing work through team collaboration, debates, and reflection.\"},{\"question\":\"How does the article describe the initial formation of secondary teachers in Spain?\",\"answer\":\"It highlights a mainly disciplinary initial formation (e.g., Biology, Physics, Chemistry, Geography) that is not linked to school practice in secondary classrooms, leaving teachers with limited references for teaching styles.\"},{\"question\":\"Why does the article argue that continuing support matters for novice science teachers?\",\"answer\":\"Because working conditions and initial training often do not help resolve early teaching problems, studies cited emphasize needs such as support, improved administrative implementation, and differentiated continued education for novices.\"}]","Australian Journal of Teacher Education - Issue 5 - Article 9 | PDF",1792077754,45]