This chapter presents findings from several investigations connected to the preparation of secondary-level science teachers, comparing two secondary science teacher preparation programs (an undergraduate and a graduate program) at a large Midwestern university. The different program designs resulted in a greater use of reform-based science instructional practices by graduate level candidates with science degrees. Also, it reports on an investigation into common discipline-specific misconceptions (e.g., chemistry, physics/physical science, and life science) held by teachers with a range of science content knowledge for in- and out-of-field teachers. The science content knowledge of these beginning science teachers, classroom observations of their science lessons, and other factors were used to build a model of their use of inquiry-based instruction, which varied significantly by teacher preparation program. The chapter concludes with a discussion of implications for science teacher preparation program design and implementation, evidence-based teacher certification policy, and recommendations for future research.
University of Nebraska-Lincoln, Seattle University, Omaha Public Schools, Boulder Learning Technologies
Noyce Award Number1540797
Lewis, E.B., Rivero, A., Musson, A., Lucas, L., Tankersley, A., & Helding, B.A. (2020). Educating effective science teachers: Preparing and following teachers into the field. In J. Carinci, S. Meyer, and C. Jackson (Eds.), Linking Teacher Preparation Program Design and Implementation to Outcomes for Teachers and Students. Charlotte, NC: Information Age Publishing, pp. 87-129.