Moving from surviving to thriving: a taxonomy of beginning science teacher challenges

Joel D. Donna, Gillian H. Roehrig

Research output: Contribution to journalArticlepeer-review


Induction programs have been promoted as a potential solution for alleviating aspects of job dissatisfaction that lead to attrition of beginning science teachers. We can meet the immediate concerns of beginning teachers that impact job satisfaction while simultaneously helping them improve their practices by better understanding the particular challenges they face. This qualitative study examines challenges as expressed within an online induction program for non-tenured Science educators with data from synchronous chat room sessions between mentors and beginning teachers. The results indicate that there is a more diverse and nuanced set of challenges that beginning in-service science teachers face than previously indicated by literature. The content-specific nature of these challenges supports the call for content-specific induction.

Original languageEnglish (US)
Article number9
JournalDisciplinary and Interdisciplinary Science Education Research
Issue number1
StatePublished - Dec 2024

Bibliographical note

Publisher Copyright:
© The Author(s) 2024. corrected publication 2024.


  • Challenges
  • Induction
  • Mentoring
  • Science education
  • Teacher development


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