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

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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[2] Ministry of Education, http://www.mext.go.jp/b_menu/ shingi/ chukyo/chukyo0/toushin/1217067.htm (2008).
[3] Science Council of Japan, http://www.scj.go.jp/ja/ info/kohyo/pdf/kohyo-22-h157.pdf, Aug. 31st, 2012 (2012).
[4] Ministry of Education, http://www.mext.go.jp/b_menu/ shingi/chukyo/chukyo0/toushin/1325047.htm (2012).
[5] Ministry of Education, http://www.mext.go.jp/b_menu/ shingi/chukyo/chukyo4/027/siryo/1292211.htm (2010).
[6] A.Tachi, "What Japanese higher education can learn from the Bologna process" (in Japanese), Nagoya Journal of Higher Education, No. 10, 161–180, 2010.
[7] Ministry of Education, http://www.mext.go.jp/a_menu/ koutou/kaikaku/sekaitenkai/1312838.htm (2011).
[8] T. Munegumi, "Aspects of teacher education as engineering education," 60th Proceedings of the Annual Meeting of the Japan Society for Engineering Education, pp. 126–127, 2012.
[9] M. Ohsone, M. Funakoshi, T. Taguchi, "Education for engineers in Mitsubishi heavy industries," Journal of JSEE, 60, No. 3, pp. 50–54, 2012.
[10] P. F. Drucker, "Management in the Next Society," St. Martin’s Griffin; Reprint edition, p.238, 2002.
[11] P. F. Drucker, "Management in the Next Society," St. Martin’s Griffin; Reprint edition, p.239, 2002.
[12] P. F. Drucker, "Management in the Next Society," St. Martin’s Griffin; Reprint edition, p.257, 2002.
[13] T. Kimura, Quality assurance of college level education: Activity and contribution of JABEE towards quality assurance of engineering education and computing and IT-related education, Joho Shori, 53, No. 7, pp. 661–666, 2012.
[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.
[15] P. A. Cranton, "Working with Adult Learners", Wall and Emerson, 1992.
[16] A. Nagao, M. Wasa, Y. Owaki, "Gakko Kyoiku wo Tomo ni Tsukuru" (in Japanese), Gakuji-shuppan, 2003.
[17] A. Nagao, "Kyoiku Hyoka wo Kangaeru" (in Japanese), Minerva-shobo, 2000.
[18] M. G. Jones, G. Carter, Science teacher attitudes and beliefs, pp. 1067-1104. In Handbook of research on science education, Eds. S. K. Abell, N.G. Lederman, Routledge, New York, 2010.
[19] N. Nishikawa, "Kyoiku-Hyouka-jiten" (in Japanese). In Tatsuno, T., et al. (Eds.), Toshobunka-sha, pp. 460–461, 2006.
[20] JABEE, http://www.jabee.org/OpenHomePage/111215- 120131 _3r.pdf (2012).
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[22] JABEE, http://www.jabee.org/OpenHomePage/kijun/2012_ 1.pdf (2012).
[23] S. K. Abell, Research on science teacher knowledge, pp.1105-1149. In Handbook of research on science education, Eds. S. K. Abell, N.G. Lederman, Routledge, New York, 2010.
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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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    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

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    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

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

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