ERIC Number: EJ869659
Record Type: Journal
Publication Date: 2010-Feb
Abstractor: As Provided
Reference Count: N/A
Preservice Mathematics and Science Teachers in an Integrated Teacher Preparation Program for Grades 7-12: A 3-Year Study of Attitudes and Perceptions Related to Integration
Berlin, Donna F.; White, Arthur L.
International Journal of Science and Mathematics Education, v8 n1 p97-115 Feb 2010
The purpose of this article is twofold: (a) to describe a unique teacher licensure program for grades 7-12 that integrates mathematics, science, and technology education and (b) to explore the attitudes and perceptions related to the integration of mathematics, science, and technology education of three cohorts of preservice teachers enrolled in the first 3 years of the program. Eighty-one preservice teachers responded to a semantic differential to measure attitudes and perceptions related to "mathematics, science, and technology education integration." Principal components and internal consistency reliability analyses were computed to provide validity and reliability evidence. Preservice teachers also responded to one open-ended, free-response written question, "What does the integration of mathematics, science, and technology education mean to you?" Multivariate and univariate analyses of variance with repeated measures and Pearson cross-tabulation chi-square analyses were computed to identify pretest-posttest differences for the value and difficulty scales, identified by the principal components analysis. Analytic inductive methods were used to identify emergent themes in student written responses to the open-ended question. Results indicated no change in preservice teacher attitudes and perceptions related to the value of integration--they clearly valued integration at the onset and completion of the program, often citing student benefits. However, a significant change in preservice teacher attitudes and perceptions related to difficulty was noted. Upon completion of the program, preservice teachers perceived integration to be more difficult and identified barriers and challenges--demonstrating a more realistic, practical, and cautious approach to the integration of mathematics, science, and technology education.
Descriptors: Preservice Teachers, Reliability, Semantic Differential, Factor Analysis, Logical Thinking, Science Teachers, Mathematics Teachers, Teacher Education, Science Education, Mathematics Education, Integrated Activities, Teaching Methods, Technology Education, Problem Based Learning, Multivariate Analysis, Pretests Posttests, Teacher Attitudes, Secondary Education
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Authoring Institution: N/A