1996
DOI: 10.1002/(sici)1098-237x(199601)80:1<5::aid-sce1>3.0.co;2-n
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The professional development of college science professors as science teacher educators

Abstract: Teacher training projects have used university research scientists to conduct workshops for teachers, but because of faculty time constraints and university reward systems, it is unlikely this type of program will be used extensively. This project utilized community college professors whose main focus is teaching science and working with the public school systems. The purpose of the reported study was to examine, qualitatively, the personal development of four professors in conducting an academy for science te… Show more

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Cited by 21 publications
(15 citation statements)
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“…However, to achieve this aim we not only need to overcome the obstacles of dissonance between university and school culture, but between groups of faculty members within colleges of education. While Fedock et al (1996) had focused on the need to bring scientists into schools to understand the work of science educators we had forgotten that some of our colleagues in the colleges of education needed the same experience. My work suggested that if colleges of education did not start to value work in schools then the gap between the cultures would never be bridged.…”
Section: Cycle IV (Fall ' 96-spring ' 97)-my Reflections On the Contisupporting
confidence: 60%
“…However, to achieve this aim we not only need to overcome the obstacles of dissonance between university and school culture, but between groups of faculty members within colleges of education. While Fedock et al (1996) had focused on the need to bring scientists into schools to understand the work of science educators we had forgotten that some of our colleagues in the colleges of education needed the same experience. My work suggested that if colleges of education did not start to value work in schools then the gap between the cultures would never be bridged.…”
Section: Cycle IV (Fall ' 96-spring ' 97)-my Reflections On the Contisupporting
confidence: 60%
“…The differences between a scientist's view of "enough" and a science teachers' view have been at the heart of many problems that arise in scientists' involvement with science education. When this challenge is recognized and addressed, the resulting mutual respect enables a richer collaboration (Fedock, Zambo, & Cobern, 1996). Different Professional Cultures.…”
Section: Cultural Issues In Scientist--teacher Collaborationmentioning
confidence: 99%
“…Although faculty members are attempting to improve the effectiveness of science courses, the process is slow and the results limited (Barinaga 1991; Fedock, Zambo, & Cobern 1996). Introductory science courses are responsible for driving off many students either from a science major or from taking science courses.…”
Section: Need For Changementioning
confidence: 99%