Rowman & Littlefield Publishers
Pages: 190
•
Trim: 6⅜ x 9⅜
978-1-4758-0041-8 • Hardback • August 2014 • $91.00 • (£70.00)
978-1-4758-0042-5 • Paperback • August 2014 • $53.00 • (£41.00)
978-1-4758-0043-2 • eBook • August 2014 • $50.00 • (£38.00)
Kevin O. Mason is an Assistant Professor of Science Education in the School of Education at the University of Wisconsin-Stout and has served as the Program Director for Science Education at UW-Stout since 2006. He previously held positions as a chemistry instructor at Wisconsin Indianhead Technical College in Rice Lake, Wisconsin, a chemistry and physics teacher at Middleton High School in Middleton, Wisconsin, and a chemistry and physics teacher at Chippewa Falls High School in Chippewa Falls, Wisconsin.
ForewordPreface
Chapter 1 – A Voice for TeachersChapter 2 – Perspectives on Teacher Education
Chapter 3 – Talking with Teachers About Teacher Education
Chapter 4 – What Teachers Really Think About Their Teacher Education Experience
Chapter 5 – What Teachers Really Think About Current Teacher Education
Chapter 6 – What Teachers Really Want to Change About Teacher Education
Chapter 7 – Meet the Teachers Satisfied with Their Teacher Education Experience
Chapter 8 – Meet the Teachers Dissatisfied with Their Teacher Education Experience
Chapter 9 – What Teachers Really Value in Teacher Education
Chapter 10 – Points to Remember
Final Recommendations
Final Thoughts
Appendix A – Teacher Survey Instrument
Appendix B – Teacher Interview Instrument
Appendix C – Teacher Survey Data
References
About the Author
Mason offers a unique approach to learning about those who provide instruction in today’s classrooms in America. He examines current practices in pre-service teacher education through the lens of practicing teachers. The author surveyed and interviewed teachers about their views on pre-service education. The use of two research methodologies allows for the triangulation of data. The survey methodology allows for a greater sample size so that the results, in this case the views of teachers, can be better generalized. The interviews provide a qualitative lens to explore the views of a smaller sample of in-service teachers in more depth. The sample was randomly selected from a list of middle and high school teachers in the state of Wisconsin. One thousand teachers were sent the survey and 191 responded (a response rate of 19.1 percent), which resulted in a confidence level of 95 percent and a margin of error of 7.1 percent for the survey results. The author reveals the core beliefs, values, and interests of the teachers interviewed, such as realistic preparation, field experience, classroom management, content preparation, group psychology professionalism, respect, and concern for unprepared student teachers. Summing Up: Recommended. Upper-division undergraduate, graduate, research, and professional collections.
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