dc.contributor.author | Abell, Sandra K. | eng |
dc.contributor.author | Gagnon, Mark J. | eng |
dc.contributor.author | Hanuscin, Deborah L. | eng |
dc.contributor.author | Lee, Michele H. | eng |
dc.contributor.author | Rogers, Meredith A. Park | eng |
dc.date.issued | 2010-10 | eng |
dc.description | This conference paper was presented at the Association for Science Teacher Education in Clearwater, FL in January 2007. Contains graphs and policy guidelines. | eng |
dc.description.abstract | In recent surveys of doctoral students in all fields (Fagen & Niebur, 2000; Nyquist & Woodford, 2000), respondents shared concerns that an overemphasis on research led to inadequate preparation for teaching, curricular planning, collegiality, and service. In one study (Davis & Fiske, 1999), 50% of respondents felt they received inadequate preparation as teaching assistants, and 59% felt that faculty in their programs did not emphasize the importance of teaching. A 2001 survey (Golde & Dore) indicated that most current doctoral students are primarily interested in becoming faculty members, even though most will not begin their careers in the types of institutions where they received their doctoral training. We often use such evidence to criticize our colleagues in the sciences about the inadequacies of their
doctoral programs in preparing the next generation of university science instructors. However, what happens when we look inward to examine doctoral programs in science education? | eng |
dc.identifier.uri | http://hdl.handle.net/10355/8814 | eng |
dc.language | English | eng |
dc.relation.ispartof | Learning, Teaching, and Curriculum presentations (MU) | eng |
dc.relation.ispartofcommunity | University of Missouri-Columbia. College of Education. Department of Learning, Teaching, and Curriculum | eng |
dc.rights | OpenAccess. | eng |
dc.rights.license | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License. | |
dc.source | Harvested from: Deborah L. Hanuscin web site (web.missouri.edu/~hanuscind/index.html) | eng |
dc.subject | instructional strategies | eng |
dc.subject | teacher preparation | eng |
dc.subject.lcsh | Science -- Study and teaching -- Evaluation | eng |
dc.subject.lcsh | Pedagogical content knowledge | eng |
dc.subject.lcsh | Science -- Study and teaching (Higher) | eng |
dc.subject.lcsh | Science -- Study and teaching (Elementary) | eng |
dc.subject.lcsh | Mentoring in education | eng |
dc.subject.lcsh | Science teachers -- Training of -- Anecdotes | eng |
dc.title | Methods or Madness: Preparing the Next Generation of Elementary Science Teacher Educators | eng |
dc.type | Conference paper | eng |