Experience Inspires!

Interview with Susie, a Pre-Service Science Teacher

Susie had dreams of becoming a teacher in the midst of an Environmental Science undergraduate program in a university with no education department.  The University of Missouri’s SMAR²T program seemed a perfect fit to the recent graduate.  "The flexibility of the program has been incredibly helpful," she states. 

Her undergraduate degree did not prepare her, however, for the actual process of teaching.  "I’ve experienced many 'failures' while in front of a class, but each one has shown me the kind of teacher that I want to be and made me work even harder to improve." Working with the students in her internship has been a challenging and rewarding endeavor, but Susie ranks her graduate classes as one of the best things about the program.  "Conversing with other members of my cohort about their experiences has helped me reflect on my own teaching style."

1.  Why did you choose a career in teaching?

Teaching has always been in the back of my mind, even as I valiantly pursued other interests.  The experiences I’d had teaching or leading groups of young people stuck with me and I realized that I could easily combine this with my love of science.

2.  What did you do before deciding to become a teacher?

Before I decided to take the plunge, I was an undergraduate at a university that didn’t have an education department.  However, I value the degree that I earned in Environmental Science and feel that it adds additional content knowledge to my resume.

3.  What do you think of your decision?

So far, teaching has been a combination of ups and downs.  I’ve experienced many 'failures' while in front of a class, but each one has shown me the kind of teacher that I want to be and made me work even harder to improve.  The flexibility of both the SMAR²T program and my cooperating teacher has been incredibly helpful.

4.  What have you enjoyed the most about the certification program?

The most enjoyable part of the process so far is the interaction with students on a daily basis.  They are eager to understand the topics that we talk about.  They ask intelligent questions and won’t rest until they have an answer, whether given to them or figured out on their own.  A close second, however, is conversing with other members of my cohort about their experiences teaching.

5.  What has been the most challenging aspect of the certification process?

So far, the most challenging aspect of certification has been my own aversion to paperwork and red tape.  The certification process requires particular things of applicants, some of which I am clueless about.  Luckily, my advisors and professors have kept me on the ball with regard to this.

November 2003