scholarly journals Responding to the Call for Change: The New College of Science Teacher Preparation Program at the University of Arizona

2003 ◽  
Vol 2 (1) ◽  
pp. 29-34 ◽  
Author(s):  
Debra Tomanek ◽  
Vicente Talanquer ◽  
Ingrid Novodvorsky ◽  
Timothy F. Slater
Keyword(s):  
Teacher Preparation ◽  
Science Teacher ◽  
Teacher Preparation Program ◽  
Science Teacher Preparation ◽  
Preparation Program ◽  
University Of Arizona ◽  
The University

The Science Behind Support

2018 ◽  
pp. 97-115
Author(s):  
Danielle L. Apugo ◽  
Jillian L. Wendt ◽  
Tolessa Deksissa ◽  
Maria Peters
Keyword(s):  
Teacher Preparation ◽  
Science Teacher ◽  
Program Implementation ◽  
Science Teacher Education ◽  
Research Literature ◽  
Teacher Preparation Program ◽  
Underrepresented Minorities ◽  
Science Teacher Preparation ◽  
Secondary Science Teacher ◽  
The University

This chapter explores the graduate Secondary Science Teacher Preparation Program (TPP) at the University of the District of Columbia (UDC). The program addresses several critical needs in urban education and science teacher preparation using a combination of approaches that, when considered in light of one teacher candidate's experiences, serve to meet documented deficits among current TPP frameworks. The experiences of one teacher candidate are described and analyzed in light of the research literature, specific aspects of the UDC TPP that are assisting in filling existing deficits and supporting underrepresented minorities in science teacher education are discussed, and needs for future consideration, research, and program implementation are presented.

Prospective Bilingual Teachers’ Perceptions of the Importance of their Heritage Language

2007 ◽  
Vol 5 (1) ◽  
pp. 172-187 ◽  
Author(s):  
Alma Dolores Rodríguez
Keyword(s):  
Teacher Preparation ◽  
Heritage Language ◽  
Teacher Preparation Program ◽  
Bilingual Teachers ◽  
Preparation Program ◽  
Teachers Perceptions ◽  
Spanish Instruction ◽  
Teaching Careers ◽  
Teachers Perspectives ◽  
The University

This article describes the results of a study of future bilingual teachers’ perspectives on the importance of Spanish, their heritage language, in their careers. The study examined the participants’ experiences with Spanish throughout their education, their perceptions of the role of Spanish instruction in their teacher preparation program, and their anticipation of its importance in their teaching careers. The results show that prospective bilingual teachers have developed varying levels of academic Spanish proficiency before entering the university, and that they consider the academic Spanish instruction in their teacher preparation program to be adequate. The participants expect to benefit from this instruction as they pursue their teaching careers.

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