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Journal of Women and Minorities in Science and Engineering
SJR: 0.468 SNIP: 0.905 CiteScore™: 1.65

ISSN Imprimir: 1072-8325
ISSN En Línea: 1940-431X

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Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.v3.i4.20
pages 225-243

ONE PROJECT, MANY STRATEGIES: MAKING PRESERVICE TEACHER EDUCATION MORE EQUITABLE

Jo Sanders
Center for Gender Equity, CT, USA
Patricia B. Campbell
Cambell-Kibler Associates, Inc., Groton, MA
Karin Steinbrueck
Campbell-Kibler Associates, Inc., 80 Lakeside Drive, Groton, MA 01450

SINOPSIS

Although significant progress has been made for girls in mathematics and the sciences, there is still much to do. Targeting classroom teachers has had an impact on gender issues but does little to influence the thousands of new teachers entering the profession each year. To address gender equity issues at the preservice level, the Teacher Education Equity Project (TEEP) was begun in 1993. TEEP worked with methods professors of mathematics, science, and technology education to infuse gender equity in courses for new teachers. The results were dramatic, showing major changes in the professors' syllabi and their reports of what they taught and how. This paper describes how the project was conducted, presents the results, and speculates about what might have led to the changes that occurred.


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