Leveling the Playing Field for Doctoral Students, Through Explicitly Mentored Science Educator Preparation

• In Event: Enhancing Equity and Access in Science Teaching and Teacher Education

Abstract

This study communicates insights gained by an instructor mentoring three secondary education doctoral students assigned to teach a science methods course. Literature indicates teacher preparation programs situated at large, research-based institutions, rely heavily on the competence of graduate teaching assistants (GTAs) to prepare future science teachers. GTAs often define programs’ instructional quality in practice, assuming a significant role in departments’ instructional objectives. Inconsistently, GTAs are often left to their own devices, receiving limited instructional resources (Gardner & Jones, 2011). This study seeks to understand, In what ways do recent GTAs describe the relationship among facets of their science-teacher-educator preparation, when mentored? The presentation aims to ignite discussion among science teacher educators, into the significance of supporting GTAs' instructional development.

Authors

• Yvonne Franco, University of Tampa

• Stephanie Tannenbaum, University of South Florida