With only two exceptions, no significant differences are found 路 the profiles of most effective and least effective teachers. Druva and Anderson (1983) recently reported the results of a meta analysis of significant research in science teacher education. Their findings suggest that most factors believed to impact the teaching performance of science instructors do not, in fact, play a very important role. Despite these findings, many science educators continue to accept the same old assumptions and beliefs concerning what is needed to improve science teacher education programs. As the National Science Foundation expands programs in response to new appropriations and directives from Congress, and the National Science Teachers Association suggests more stringent certification requirements and minimal standards (NSTA, 1984), perhaps an examination of the underlying assumptions and beliefs in light of the research evidence is in order
