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The objective of this research study was to determine the graduate education needs of North Carolina's mathematics and science teachers. Federal and state mandates require a restructuring of graduate education in order to focus on professionalism in teaching. To validate this top-down approach, mathematics and science teachers were asked to tell about their professional development needs. The study consists of two parts. The first part examined 467 teachers' anonymous responses to a paper and pencil survey. The emphasis in Part One was to gather information about the teachers' needs with regard to the curriculum aspects of graduate study. Researchers interviewed teachers individually in Part Two of the study to determine the pedagogical issues associated with university instruction. Considering that learning is a process of making meaning, teachers recognize the importance of understanding how students learn. It is from these and other contemporary perspectives that the study of teaching and learning emerges as a key element of graduate education for science and mathematics teachers. (ASK)

Descriptors: Faculty, Higher Education, Knowledge Base for Teaching, Mathematics Education, Mathematics Teachers, Pedagogical Content Knowledge, Preservice Teacher Education, Science Education, Science Teachers, Teaching Methods

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Autor: Berenson, Sarah B.; Dawkins, Karen

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8518&id=ED446917







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