AERA 2007

Marbach-Ad, G., & McGinnis, J.R. (2007). Beliefs and reported science teaching practices of recently graduated elementary and middle school teacher education majors: a mixed methods analysis. A paper accepted for presentation at the annual meeting of the American Educational Research Association, Chicago, IL., April 13, 2007

Abstract:

Project Nexus, an undergraduate science teacher preparation program, was designed to develop and test a science teacher professional development model that prepares supports and sustains upper elementary and middle level specialist science teachers. Of particular concern was the recruitment of a diverse teaching force, particularly African American. We implemented our model at two universities: a Historically Black College/University [HBCU], and a Predominately White University/College [PWUC].  In year 1 of the program, the research focus was on collecting and analyzing baseline data of all the previous year’s graduates of the two institution’s undergraduate elementary/middle school teacher preparation programs. We administered a reliable and valid survey, “New Teachers’ Beliefs and Practices of Science” and compared our sample’s responses (closed and open-items) by institution and with a sample of national teachers’ responses. Findings indicated that along all statements the 2005 graduates reported that they are more likely to use practices, which are recommended by National latest reform documents than the national teachers’ group, with higher percentages in the PWUC than in the HBCU.  Interesting, however, on the open-ended item we found that more HBCU graduates thought it is very important to be taught in a culturally response manner than did the PWUC graduates. Implications for teacher preparation were discussed.

This material is based on work supported by the National Science Foundation under Grant No. 0455752. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

© 2005 University of Maryland