Department

Physics

Document Type

Article

Publication Date

10-25-2010

Abstract

Training pre-service teachers requires, among other things, content knowledge, pedagogical skills and pedagogical content knowledge. Teacher preparation programs have little, if any spare time to add more courses/activities to their program. However, I argue in this paper that we, as educators, must enhance the amount of physics education research in our pre-service physics teacher training programs. In this study, I analyze the results of two different types of exposure to physics education research (PER) from two different groups of pre-service physics teachers in our masters of arts and teaching program. The preliminary results show, for example that the PER helped the pre-service teachers increase their understanding of student thought processes while they solved problems. Physics teachers must have this type of ability to be successful in the classroom.

Journal

AIP Conference Proceedings

Volume

1289

Issue

1

First Page

281

Last Page

284

Digital Object Identifier (DOI)

10.1063/1.3515223

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