Mathematics and Science Preparation of Elementary Teachers: Implications for Faculty Development.Report as inadecuate




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This paper describes a university program designed to upgrade the presentation of course content in the sciences and mathematics to prospective elementary classroom teachers. Presented in the paper are data on efforts to evaluate implementation and perceptions of the science and mathematics faculty (n=5) who played an instructional role in this project. The goals of the revised curriculum were: (1) reduction of teacher's anxiety toward mathematics and science, (2) building a background of understanding of science and mathematics concepts, (3) helping teachers recognize common science misconceptions, and (4) demonstration of appropriate instructional strategies while presenting a conceptually accurate knowledge base in science and mathematics. Results of interviews and observations of teaching showed that the degree of knowledge among the faculty ranged from well-informed and current to minimally aware. Each faculty person elected to become part of the new teacher education program for honorable and laudatory reasons; each spoke of the teacher's background knowledge of content, awareness of hands-on approaches, and ability to provide real-life applications of content. Concerning spoken goals versus current practices, it appeared that the fit between spoken faculty positions and their university classroom practices were congruent. An appendix includes course outlines for the science and mathematics courses. (MKR)

Descriptors: College Faculty, Elementary Education, Elementary School Teachers, Higher Education, Mathematics Curriculum, Mathematics Instruction, Pedagogical Content Knowledge, Preservice Teacher Education, Science Curriculum, Science Instruction, Teaching Methods











Author: Berg, Craig; And Others

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11164&id=ED378051



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