The development of teaching philosophies in the absence of formal pre -service teacher education

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...

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Main Author: Turner, B. Curtis
Language:ENG
Published: ScholarWorks@UMass Amherst 2005
Subjects:
Online Access:https://scholarworks.umass.edu/dissertations/AAI3163713
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spelling ndltd-UMASS-oai-scholarworks.umass.edu-dissertations-24272020-12-02T14:36:26Z The development of teaching philosophies in the absence of formal pre -service teacher education Turner, B. Curtis 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. 2005-01-01T08:00:00Z text https://scholarworks.umass.edu/dissertations/AAI3163713 Doctoral Dissertations Available from Proquest ENG ScholarWorks@UMass Amherst Teacher education
collection NDLTD
language ENG
sources NDLTD
topic Teacher education
spellingShingle Teacher education
Turner, B. Curtis
The development of teaching philosophies in the absence of formal pre -service teacher education
description 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.
author Turner, B. Curtis
author_facet Turner, B. Curtis
author_sort Turner, B. Curtis
title The development of teaching philosophies in the absence of formal pre -service teacher education
title_short The development of teaching philosophies in the absence of formal pre -service teacher education
title_full The development of teaching philosophies in the absence of formal pre -service teacher education
title_fullStr The development of teaching philosophies in the absence of formal pre -service teacher education
title_full_unstemmed The development of teaching philosophies in the absence of formal pre -service teacher education
title_sort development of teaching philosophies in the absence of formal pre -service teacher education
publisher ScholarWorks@UMass Amherst
publishDate 2005
url https://scholarworks.umass.edu/dissertations/AAI3163713
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