Date of Award
Doctor of Philosophy
Curriculum and Instruction
Joanne K. Olson
Michael P. Clough
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.
Digital Repository @ Iowa State University, http://lib.dr.iastate.edu/
Crystal Noelle Bruxvoort
Bruxvoort, Crystal Noelle, "A study of the practices of three science teacher educators: the rule, "Do as I say, not as I do," ought not be the message " (2005). Retrospective Theses and Dissertations. 1836.