Degree Type

Dissertation

Date of Award

2005

Degree Name

Doctor of Philosophy

Department

Curriculum and Instruction

First Advisor

Joanne K. Olson

Second Advisor

Michael P. Clough

Abstract

This study explored the development of three science teacher educators as they interacted with preservice teachers while seeking to align their practices with what they were advocating in the elementary science methods courses that they taught. Practices that were advocated by the methods instructors were consistent with research-based teaching and goals of the science education community. The exploratory nature of this study warranted a qualitative research design using a grounded theory approach. Practices of the participants were observed during one aspect of the methods course---an oral defense---that served as the culminating evaluation of students' understanding. Evidence exists to support that the participants did not exhibit many advocated practices in their first three semesters, but gradually progressed overall, with periods of regression before more noticeable improvements. At times, a lack of improvement occurred. The participants struggled most when deciding how to respond to students, particularly when the students' previously conveyed ideas had errors. This study has implications for the preparation of teacher educators, particularly the role of mentoring and the need to acknowledge and develop pedagogical content knowledge unique to teaching methods.

DOI

https://doi.org/10.31274/rtd-180813-16441

Publisher

Digital Repository @ Iowa State University, http://lib.dr.iastate.edu/

Copyright Owner

Crystal Noelle Bruxvoort

Language

en

Proquest ID

AAI3184590

File Format

application/pdf

File Size

232 pages

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