When one considers the expected shortage of qualified secondary science teachers in the next twenty years, identifying indicators, processes, catalyst and obstacles to change is crucial. Specifically, as school systems attempt to address this shortage, many will have to employ teachers who have not gone through a traditional teacher preparation program. A population of such teachers already exists on the post-secondary level since many college instructors have not had any formal training in pedagogy. Nonetheless, some of them have developed pedagogies that might be considered neoteric. This study investigated seven college instructors in science who were identified as exemplars in the instructional style. The study sought to understand how these teachers might have developed their pedagogical philosophies without formal training in pedagogy. It should be emphasized that the teachers' philosophies, not their practices, were investigated.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-2427 |
| Date | 01 January 2005 |
| Creators | Turner, B. Curtis |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
Page generated in 0.0025 seconds