The professional development of college science professors as science teacher educators

Patricia M. Fedock, Ron Zambo, William W. Cobern

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

The purpose of the study was to examine qualitatively the development of four community college science professors as science educators while they prepared and taught a summer life science academy for K-12 teachers. Since this was the first experience with teacher education for the professors, the academy provided an excellent opportunity to study the response of science professors to the challenge of teacher education. The academy was sponsored by an NSF-funded Comprehensive Regional Center for Minorities in a large metropolitan area. The funding enabled the professors to learn about science education while preparing for the academy. Prior to the academy the professors thought that they could contribute to teacher development because of their expertise in science. In preparation, the science professors visited school classrooms, consulted with a science educator, read widely in the literature of science education, and worked with exemplary teachers. As a result of preparing and conducting the academy, the professors came to see their traditional lecture/lab approach to science education as inadequate with regard to most students. Since the experience of the academy, the professors have altered the format of some of their community college courses.

Original languageEnglish (US)
Pages (from-to)5-19
Number of pages15
JournalScience Education
Volume80
Issue number1
StatePublished - Jan 1996

Fingerprint

university teacher
academy
educator
teacher
science
education
Professional Development
Educators
Science Education
life sciences
community
Teacher Education
Community College
agglomeration area
experience
expertise
funding
minority
classroom
school

ASJC Scopus subject areas

  • Education

Cite this

The professional development of college science professors as science teacher educators. / Fedock, Patricia M.; Zambo, Ron; Cobern, William W.

In: Science Education, Vol. 80, No. 1, 01.1996, p. 5-19.

Research output: Contribution to journalArticle

Fedock, PM, Zambo, R & Cobern, WW 1996, 'The professional development of college science professors as science teacher educators', Science Education, vol. 80, no. 1, pp. 5-19.
Fedock, Patricia M. ; Zambo, Ron ; Cobern, William W. / The professional development of college science professors as science teacher educators. In: Science Education. 1996 ; Vol. 80, No. 1. pp. 5-19.
@article{873a0f54a47e47ceb630bf3c6cae8f53,
title = "The professional development of college science professors as science teacher educators",
abstract = "The purpose of the study was to examine qualitatively the development of four community college science professors as science educators while they prepared and taught a summer life science academy for K-12 teachers. Since this was the first experience with teacher education for the professors, the academy provided an excellent opportunity to study the response of science professors to the challenge of teacher education. The academy was sponsored by an NSF-funded Comprehensive Regional Center for Minorities in a large metropolitan area. The funding enabled the professors to learn about science education while preparing for the academy. Prior to the academy the professors thought that they could contribute to teacher development because of their expertise in science. In preparation, the science professors visited school classrooms, consulted with a science educator, read widely in the literature of science education, and worked with exemplary teachers. As a result of preparing and conducting the academy, the professors came to see their traditional lecture/lab approach to science education as inadequate with regard to most students. Since the experience of the academy, the professors have altered the format of some of their community college courses.",
author = "Fedock, {Patricia M.} and Ron Zambo and Cobern, {William W.}",
year = "1996",
month = "1",
language = "English (US)",
volume = "80",
pages = "5--19",
journal = "Science Education",
issn = "0036-8326",
publisher = "Wiley-Liss Inc.",
number = "1",

}

TY - JOUR

T1 - The professional development of college science professors as science teacher educators

AU - Fedock, Patricia M.

AU - Zambo, Ron

AU - Cobern, William W.

PY - 1996/1

Y1 - 1996/1

N2 - The purpose of the study was to examine qualitatively the development of four community college science professors as science educators while they prepared and taught a summer life science academy for K-12 teachers. Since this was the first experience with teacher education for the professors, the academy provided an excellent opportunity to study the response of science professors to the challenge of teacher education. The academy was sponsored by an NSF-funded Comprehensive Regional Center for Minorities in a large metropolitan area. The funding enabled the professors to learn about science education while preparing for the academy. Prior to the academy the professors thought that they could contribute to teacher development because of their expertise in science. In preparation, the science professors visited school classrooms, consulted with a science educator, read widely in the literature of science education, and worked with exemplary teachers. As a result of preparing and conducting the academy, the professors came to see their traditional lecture/lab approach to science education as inadequate with regard to most students. Since the experience of the academy, the professors have altered the format of some of their community college courses.

AB - The purpose of the study was to examine qualitatively the development of four community college science professors as science educators while they prepared and taught a summer life science academy for K-12 teachers. Since this was the first experience with teacher education for the professors, the academy provided an excellent opportunity to study the response of science professors to the challenge of teacher education. The academy was sponsored by an NSF-funded Comprehensive Regional Center for Minorities in a large metropolitan area. The funding enabled the professors to learn about science education while preparing for the academy. Prior to the academy the professors thought that they could contribute to teacher development because of their expertise in science. In preparation, the science professors visited school classrooms, consulted with a science educator, read widely in the literature of science education, and worked with exemplary teachers. As a result of preparing and conducting the academy, the professors came to see their traditional lecture/lab approach to science education as inadequate with regard to most students. Since the experience of the academy, the professors have altered the format of some of their community college courses.

UR - http://www.scopus.com/inward/record.url?scp=0039568308&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0039568308&partnerID=8YFLogxK

M3 - Article

VL - 80

SP - 5

EP - 19

JO - Science Education

JF - Science Education

SN - 0036-8326

IS - 1

ER -