Doctoral Dissertations
Date of Award
8-2012
Degree Type
Dissertation
Degree Name
Doctor of Philosophy
Major
Teacher Education
Major Professor
Gina Barclay-McLaughlin
Committee Members
Susan Benner, Mehmet Aydeniz, Gary Skolits
Abstract
The attention to the preparation of science education teachers is important to facilitate equitable learning opportunities and participation in science experiences (American Association for the Advancement of Science, 1990; Lee & Buxton, 2010; Sirin, 2005). Disproportionate numbers of teachers are inadequately prepared to teach diverse learners (Darling-Hammond & Bransford, 2005; Irvine, 2003; Murnane & Phillips, 1981; Oakes, 1990; Zeichner, 1992). Wise (2001) describes teacher preparation in this country as the dirty little secret in education. By this, Wise was referring to the inadequate education and training of teachers that remained a silent part of the discourse on teacher preparation.
The purpose of the current study is to explore and describe secondary science teachers’ conceptions of diversity, their perceptions of knowledge gained and its value during preservice and inservice. Additionally, the study captures strategies teachers use for teaching science to diverse learners. The findings are based on the analyses of interview data from six participants.
Recommended Citation
Kirkpatrick, Yolanda, "Teacher Perceptions of Their Science Teaching and Student Learning for Diverse Learners. " PhD diss., University of Tennessee, 2012.
https://trace.tennessee.edu/utk_graddiss/1472