Discusses recommendations for doctoral programs in science education, including that the doctoral student should author at least one research paper before the dissertation, participate in apprenticeship work with other agencies, such as the teacher education faculty or the audiovisual aids department, and be well-advised of all options available…

Argues that the science methods course should be envisioned as the launching pad for a career-long process of professional development, a foundation for a successful student teaching experience, and the lynchpin of a teacher education program. (DDR)