Survey of Changes in Science Teacher Preparation Programs Responding to Performance-Based Science Standards

Authors

Steven Gilbert, Virginia Polytechnic Institute and State University
Jon E. Pedersen, University of Nebraska-LincolnFollow
Cheryl Mason, San Diego State University

Date of this Version

2005

Comments

Published in Electronic Journal of Science Education Vol. 9, No. 3, March 2005.

Abstract

This study presents the results of two web-based surveys of 23 science teacher preparation programs having functional standards-based candidate performance assessment systems recognized by the National Science Teachers Association (NSTA) through the National Council for the Accreditation of Teacher Education (NCATE). Our goal was to determine the degree and nature of changes made to these programs as they sought to gain NSTA-NCATE program recognition. The results indicate that most programs made major changes as they implemented performance assessment systems, now pay more attention to documenting candidate performances in all areas of concern covered by the standards, and believe the changes will benefit new teachers.