Considering Future Directions for the Specialized Evaluation of Educational Programs for Science Teachers

Toratane Munegumi

doi:doi:10.11648/j.edu.20130206.13

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Considering Future Directions for the Specialized Evaluation of Educational Programs for Science Teachers

Toratane Munegumi

Published in Education Journal (Volume 2, Issue 6)

Received: 3 September 2013 Published: 20 October 2013

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Abstract

Science teachers are required to demonstrate and teach scientific methods and experimental skills to students in the classroom, laboratory, and other educational settings. The use of hands-on in science teaching represents an overlap with the skill set of engineers. Although evaluation of university-level educational programs in general teaching (i.e., degree programs that qualify graduates to teach in schools) has been discussed previously, training programs for science teachers—whose required skills resemble those of engineers in some respects, and differ from those of teachers in other fields—need to be considered specifically. This paper discusses criteria for evaluating educational programs for science teachers, based on the learning achievements and professional competencies that should ideally characterize graduate science teachers.

Published in	Education Journal (Volume 2, Issue 6)
DOI	10.11648/j.edu.20130206.13
Page(s)	222-230
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2013. Published by Science Publishing Group

Keywords

Science Teacher Education, Similarity to Engineer, Evaluation of Faculty of Education

References

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[14]	L. Darling-Hammond, A. E. Wise, & S. R. Pease, Teacher evaluation in the organizational context: a review of the literature. In "New Directions in Educational Evaluation", E. R. House (Ed.), Falmer Press, 1986.
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Toratane Munegumi. (2013). Considering Future Directions for the Specialized Evaluation of Educational Programs for Science Teachers. Education Journal, 2(6), 222-230. https://doi.org/10.11648/j.edu.20130206.13

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Toratane Munegumi. Considering Future Directions for the Specialized Evaluation of Educational Programs for Science Teachers. Educ. J. 2013, 2(6), 222-230. doi: 10.11648/j.edu.20130206.13

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Toratane Munegumi. Considering Future Directions for the Specialized Evaluation of Educational Programs for Science Teachers. Educ J. 2013;2(6):222-230. doi: 10.11648/j.edu.20130206.13

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@article{10.11648/j.edu.20130206.13,
  author = {Toratane Munegumi},
  title = {Considering Future Directions for the Specialized Evaluation of Educational Programs for Science Teachers},
  journal = {Education Journal},
  volume = {2},
  number = {6},
  pages = {222-230},
  doi = {10.11648/j.edu.20130206.13},
  url = {https://doi.org/10.11648/j.edu.20130206.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20130206.13},
  abstract = {Science teachers are required to demonstrate and teach scientific methods and experimental skills to students in the classroom, laboratory, and other educational settings. The use of hands-on in science teaching represents an overlap with the skill set of engineers. Although evaluation of university-level educational programs in general teaching (i.e., degree programs that qualify graduates to teach in schools) has been discussed previously, training programs for science teachers—whose required skills resemble those of engineers in some respects, and differ from those of teachers in other fields—need to be considered specifically. This paper discusses criteria for evaluating educational programs for science teachers, based on the learning achievements and professional competencies that should ideally characterize graduate science teachers.},
 year = {2013}
}

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TY  - JOUR
T1  - Considering Future Directions for the Specialized Evaluation of Educational Programs for Science Teachers
AU  - Toratane Munegumi
Y1  - 2013/10/20
PY  - 2013
N1  - https://doi.org/10.11648/j.edu.20130206.13
DO  - 10.11648/j.edu.20130206.13
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 222
EP  - 230
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20130206.13
AB  - Science teachers are required to demonstrate and teach scientific methods and experimental skills to students in the classroom, laboratory, and other educational settings. The use of hands-on in science teaching represents an overlap with the skill set of engineers. Although evaluation of university-level educational programs in general teaching (i.e., degree programs that qualify graduates to teach in schools) has been discussed previously, training programs for science teachers—whose required skills resemble those of engineers in some respects, and differ from those of teachers in other fields—need to be considered specifically. This paper discusses criteria for evaluating educational programs for science teachers, based on the learning achievements and professional competencies that should ideally characterize graduate science teachers.
VL  - 2
IS  - 6
ER  -

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Author Information

Toratane Munegumi

Department of Science Education, Naruto University of Education, Naruto, Tokushima 772-8502, Japan

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APA Style

Toratane Munegumi. (2013). Considering Future Directions for the Specialized Evaluation of Educational Programs for Science Teachers. Education Journal, 2(6), 222-230. https://doi.org/10.11648/j.edu.20130206.13

Copy | Download

ACS Style

Toratane Munegumi. Considering Future Directions for the Specialized Evaluation of Educational Programs for Science Teachers. Educ. J. 2013, 2(6), 222-230. doi: 10.11648/j.edu.20130206.13

Copy | Download

AMA Style

Toratane Munegumi. Considering Future Directions for the Specialized Evaluation of Educational Programs for Science Teachers. Educ J. 2013;2(6):222-230. doi: 10.11648/j.edu.20130206.13

Copy | Download

@article{10.11648/j.edu.20130206.13,
  author = {Toratane Munegumi},
  title = {Considering Future Directions for the Specialized Evaluation of Educational Programs for Science Teachers},
  journal = {Education Journal},
  volume = {2},
  number = {6},
  pages = {222-230},
  doi = {10.11648/j.edu.20130206.13},
  url = {https://doi.org/10.11648/j.edu.20130206.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20130206.13},
  abstract = {Science teachers are required to demonstrate and teach scientific methods and experimental skills to students in the classroom, laboratory, and other educational settings. The use of hands-on in science teaching represents an overlap with the skill set of engineers. Although evaluation of university-level educational programs in general teaching (i.e., degree programs that qualify graduates to teach in schools) has been discussed previously, training programs for science teachers—whose required skills resemble those of engineers in some respects, and differ from those of teachers in other fields—need to be considered specifically. This paper discusses criteria for evaluating educational programs for science teachers, based on the learning achievements and professional competencies that should ideally characterize graduate science teachers.},
 year = {2013}
}

Copy | Download

TY  - JOUR
T1  - Considering Future Directions for the Specialized Evaluation of Educational Programs for Science Teachers
AU  - Toratane Munegumi
Y1  - 2013/10/20
PY  - 2013
N1  - https://doi.org/10.11648/j.edu.20130206.13
DO  - 10.11648/j.edu.20130206.13
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 222
EP  - 230
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20130206.13
AB  - Science teachers are required to demonstrate and teach scientific methods and experimental skills to students in the classroom, laboratory, and other educational settings. The use of hands-on in science teaching represents an overlap with the skill set of engineers. Although evaluation of university-level educational programs in general teaching (i.e., degree programs that qualify graduates to teach in schools) has been discussed previously, training programs for science teachers—whose required skills resemble those of engineers in some respects, and differ from those of teachers in other fields—need to be considered specifically. This paper discusses criteria for evaluating educational programs for science teachers, based on the learning achievements and professional competencies that should ideally characterize graduate science teachers.
VL  - 2
IS  - 6
ER  -

Copy | Download