The Academic and Professional Preparation of Teachers of Science

Abstract

from professional associations, accrediting agencies, state departments of education, and other independent groups, but research investigations, as such, are relatively meager. There is an extensive literature which includes many tacit assumptions untested by objective inquiry. However, because of the impact which many of these reports are likely to have on teacher education, some are noticed here. Central themes which relate to the training of science teachers recur. They may be grouped into the following categories: (a) an increased concern that a modern view of the nature of science as process and as a mode of inquiry be developed; (b) a more adequate program of science training suited to the needs of elementary and secondary teachers; (c) a more realistic understanding of the complexity of the teacher's task; and (d) a recognition of the need for broadly educated teachers with balanced training in general, professional, and academic areas.