While the challenge to retain highly competent teachers affects all schools, the crisis is critical in urban districts, which historically suffer from high teacher turnover (Ingersoll, 2004). This high turnover is especially problematic in the content areas of science (Ingersoll & Perda, 2010). Through ethnographic case studies the first year teaching experiences of three teachers, working in urban districts, are documented. Results focus on how the tri-cultural spheres of teacher socialization (personal, institutional, and societal) shape novice science teachers’ induction into the teaching profession and the implications for school leaders. In addition the analysis of the data suggests that novice’s needs and concerns differ based on the relationship between image of self in response to school and local community culture. The purpose of this study is to examine the commonalities and differences in novice teachers’ experiences in order to help increase school leaders’ understanding of how to better support teachers to work in urban districts. A current demand for retaining the supply of quality science teachers reinforces the need for this type of research.
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