National Science Education Standards and Pre- Service Programs in the USA

The variations in institutional features of Pre- Service Programs are broad. A large scale USA project spanning 40 months and involving ten different Science/Mathematics Teacher Preparation Programs called Salish I، II، and III operated with major federal support and operated in one state for a fifteen year investigation. A final report by National Science Foundation (NSF) concluded that many new graduates from the over 1،250 institution in the USA that prepares science/math teachers are ill-prepared for teaching in the real classrooms (Salish 1، 1997). This paper focused on results from the most effective program in Salish as indicated by the new institutions who sought to expand their own teacher education program. The exemplary program consistently implements strategies as envisioned under the National Science Education Standards with regards to roles of teachers and students for effective teaching and learning. The major finding of the study is that the new teachers from the exemplary program are successful in preparing effective new science teachers who are generally resilient early constructivist teachers. This report touches on some of the institutional features of the exemplary Pre- Service program and the patterns of change regarding the Constructivist beliefs and practices of teachers، from student teaching through the first three years of teaching. It shares the instruments used، discusses implications of findings and provides suggestions for continued research.