Science Teachers and the Master's Programs They Select: A Preliminary Study

Abstract

This study examined in-service teachers' perceptions about two master's programs: one administered by the College of Education, the other a General Biology Program administered by three biological science departments. Four secondary science teachers from each program participated in semi-standardized interviews. Interviews were administered with the goal of allowing the participant to discuss his or her program in-depth. The eight interviews, lasting one to two hours, were transcribed and analyzed to provide information about the participants' perceptions of each master's program and insight about the teachers in each program. Those in the education program valued the flexibility regarding course selection and scheduling, and courses on educational research. They were seeking pedagogical content knowledge and viewed themselves as professionals in the broader teaching community. Teachers in the General Biology Program valued science content courses, doing science research and interacting with their peers. They reported a gain in professional and personal confidence and felt they had changed their classroom instruction. This study reveals that each master's program contributes differently to the professional development of secondary science teachers and that neither program fully meets the teachers' needs. The study reinforces the importance of the on-going evaluation of master's programs.