Abstract
Experiences of graduate level scientists immersed in middle school science classrooms over a year served as a unique lens through which to view students, teachers, and teaching processes defining these classrooms. In depth interviews with scientists revealed they were struck by the range of student diversity and the resulting need for teachers to adapt quickly to suit a situation. Scientists further realized that their experience in this fluid, unpredictable learning environment, while more challenging than expected, brought unanticipated benefits including increased skills in time management, communication, leadership, instruction, and increased confidence. Scientists developed a new appreciation for the work and lives of K-12 educators.
Recommended Citation
Maher, Michelle and Thompson, Stephen
(2009)
"I Needed a Seventh Grader to Teach me that: Science and Engineering Graduate Students' Experience in a Middle School Classroom,"
Teacher Education Journal of South Carolina: Vol. 2:
No.
1, Article 16.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol2/iss1/16