The professional development of college science professors as science teacher educators

Patricia M. Fedock, Ron Zambo, William W. Cobern

Research output: Contribution to journalArticlepeer-review

12 Scopus citations


The purpose of the study was to examine qualitatively the development of four community college science professors as science educators while they prepared and taught a summer life science academy for K-12 teachers. Since this was the first experience with teacher education for the professors, the academy provided an excellent opportunity to study the response of science professors to the challenge of teacher education. The academy was sponsored by an NSF-funded Comprehensive Regional Center for Minorities in a large metropolitan area. The funding enabled the professors to learn about science education while preparing for the academy. Prior to the academy the professors thought that they could contribute to teacher development because of their expertise in science. In preparation, the science professors visited school classrooms, consulted with a science educator, read widely in the literature of science education, and worked with exemplary teachers. As a result of preparing and conducting the academy, the professors came to see their traditional lecture/lab approach to science education as inadequate with regard to most students. Since the experience of the academy, the professors have altered the format of some of their community college courses.

Original languageEnglish (US)
Pages (from-to)5-19
Number of pages15
JournalScience Education
Issue number1
StatePublished - Jan 1996

ASJC Scopus subject areas

  • Education
  • History and Philosophy of Science


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