Elements of improvement in secondary science teacher preparation |
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| Authors: | Dr Walter Saunders Nick Eastmond Kay Camperell |
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| Institution: | (1) Department of Secondary Education, Utah State University, 84322-2815 Logan, Utah |
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| Abstract: | Conclusion There are strong indications that the courses developed under the Teacher Preparation Project at Utah State University are
providing new dimensions to the education of prospective science teachers and liberal art students who select a science emphasis
at the undergraduate level. To date, the courses have institutional support in both staffing and funding that should keep
them in place in the coming years. Clearly, the project made adjustments along the way, learning from early mistakes, and
building team rapport and commitment required to bring about the completion of the project.
Certain issues have been raised and resolved to some extent. Mixing liberal arts majors with secondary science teaching majors
appears to be good for the integrative course, bringing diversity of background and viewpoint into the class. The kinds of
teaching behaviors in evidence in these classes require high expectations for student performance but also a willingness on
the part of the professor to stand back and let the student explore or to allow a discussion to run. This is clearly a more
facilitative and less directive teaching role than is expected for most undergraduate courses. Finally, one can expect to
get mixed reactions from students, positive about their newfound independence but, for some at least, a lack of tolerance
for ambiguity and some discomfort at having a new (and sometimes threatening) set of grading procedures thrust upon them.
In the USU Teacher Preparation Project, these decisions have charted a course of action for the future-a course derived from
cognitive psychology principles requiring growth on the part of both faculty and students.
This material is based upon work supported in part by a grant from the National Science Foundation (Grant No. TPE-8850642).
Any opinions, findings, and conclusions or recommendations exprtessed in this article are those of the authors and do not
necessarily reflect the views of the National Science Foundation. |
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